Why is speed-reading a better strategy for redundant or repetitive material compared to material that is difficult to understand? How about materials in a science course?

So much to read, so little time to read it all! Students often wish they could read more quickly, and, in fact, it’s easy to teach people how to speed-read. It’s important to understand, however, how speed-reading works, because this will help you see when speed-reading is a good idea—and when it’s a terrible strategy.

In normal reading, there’s no need to look at every word on the page. Printed material (like language in general) follows predictable patterns, and so, having read a few words, you’re often able to guess what the next words will be.

And without realizing you’re doing it, you routinely exploit this predictability: you ordinarily skip over many of the words on the page, relying on rapid inference to fill in what you’ve skipped.

The same process is central for speed-reading.

Courses that teach you how to speed-read actually rely on simple strategies that help you to skip more, as you move down the page, and, with this, to increase your use of inference.

As a result, speed-reading is not really “reading faster”; it is instead “reading less and inferring more.”

How does this process work?

First, before you speed-read some text, you need to lay the groundwork for the inference process—so that you’ll make the inferences efficiently and accurately.

Specifically, before you speed-read a text, you should flip through it quickly.

Look at the figures and the figure captions. If there’s a summary at the end or a preview at the beginning, read these.

These steps will give you a broad sense of what the material is about, preparing you to make rapid—and sensible—inferences about the material.

Second, you need to make sure you do rely on inference, rather than word-by-word scrutiny of the page.

To achieve this, read for a while holding an index card just under the line you’re reading, or perhaps using your finger to slide along the line of print to indicate what you are reading at that moment.

These procedures establish a physical marker that helps you keep track of where you are as you move from word to word.

This use of a pointer will become easy and automatic after a bit of practice, and once it does, you’re ready for the key step.

Rather than using the marker to follow your eye-position, use the marker to lead your eyes.

Specifically, try moving the index card or your finger a bit more quickly than you have so far, and try to move your eyes to “keep up” with this marker.

Of course, if you suddenly realize that you don’t have a clue what’s on the page, then you’re trying to go too fast.

Just move quickly enough so that you have to hustle along to keep up with your pointer.

Don’t move so quickly that you lose track of what you’re reading

This procedure will feel awkward at first, but it will become easier with some practice, and you’ll gradually learn to move the pointer faster and faster.

As a result, you’ll increase your reading speed by 30%, 40%, or more.

But let’s be clear about what’s going on here: You’re simply shifting the balance between how much input you’re taking in and how much you’re filling in the gaps with Sophisticated guesswork.

Often, though, this is a fine strategy.

Many of the things you read are highly predictable, and so your inferences about the skipped words are likely to be correct.

In this setting, you might as well use the faster process of making inferences, rather than the slower process of looking at individual words.

Of course, speed-reading is a bad bet if the material is hard to understand; in that case, you won’t be able to figure out the skipped words via inference, and so speed-reading will hurt you.

Speed-reading is also a poor choice if you’re trying to appreciate an author’s style.

If, for example, you speed-read Shakespeare’s Romeo and Juliet, you probably will be able to make inferences about the plot, but you won’t be able to make inferences about the specific words you’re skipping over, and so you won’t be able to make inferences about the language that Shakespeare actually used.

And, of course, if you miss the language of Shakespeare and miss the poetry, you’ve missed the point.

Speed-reading will enable you to zoom through many assignments.

But do not speed-read material that is Technical, filled with details that you’ll need, or beautiful for its language.

In those cases, what you want is to pay attention to the words on the page and not rely on your own inferences.

Essay Questions
Instructions: Complete and then submit the answers to the questions below in 100-150 words.
Why is speed-reading a better strategy for redundant or repetitive material compared to material that is difficult to understand? How about materials in a science course?
Would a speed-reading strategy be helpful to someone with dyslexia? Why or why not?
Discuss how you could you relate what you’ve learned here to writing – your term paper for example.

Discuss what learned about yourself, about teaching, about child development?

This assignment is suppose to be one video per page, given that there should be 10 videos, the assignment is 10 pages long. The videos should be on a classroom of kindergarten – 1st grade on a teacher’s way of teaching the children.

This assignment has two components:

1. Video Review: Review various instructional videos in the area of Early Childhood Instruction. Create a summary of the video including demographics – ages of children, gender, type of classroom, instructional environment, the number of adults, etc. Then discuss the strategies being utilized that reflect the various learning Theories studied. Write a reflection discussing how this video aligns with the Professional Standards for Teachers; discuss what learned about yourself, about teaching, about child development?

2. Article Review: Read articles in the area of child development and educational strategies. Write an article review summarizing and discuss the topics, ideas presented in the article. Write a reflection discussing how this article aligns with the Professional Standards for Teachers; Discuss what learned about yourself, about teaching, about child development?

 

what does it say about our criminal justice system if people of different races and ethnicities are treated differently? Can we say, as a society and as a criminal justice profession that the law is truly blind to such issues in its application?

Disparity in the treatment of people accused of crimes in the United States is statistically undeniable.

Discusses the concept of institutionalized Racism and the video Black Death in Dixie: Racism and the Death Penalty in the United States (https://secure.films.com/OnDemandEmbed.aspx?token=39112&aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365) explores the premise that the death penalty targets minorities (Nelson & King, 2007). In this discussion, examine the moral implications for the criminal justice system if disparities in searches, arrests, and incarceration sentences continue to be skewed due to race. Provide at least two moral strategies to help combat this current event issue.Guided Response: Morality in criminal justice must be a function of treating all people equally. If this basic premise is true, what does it say about our criminal justice system if people of different races and Ethnicities are treated differently? The common symbol for the law is a blindfolded woman holding a balanced scale of justice. Can we say, as a society and as a criminal justice profession that the law is truly blind to such issues in its application?

Explain how a criminal justice agency can ensure that it hires moral individuals; Explain how an organization can create an expectation for moral conduct;

After reading Chapters 4 and 10 in Banks (2016), examine the need for strong, moral character for all participants in the criminal justice system. In your paper,

Explain how a criminal justice agency can ensure that it hires moral individuals;
Provide strategies for creating accountability in the area of ethical training and action;
Explain how an organization can create an expectation for moral conduct; and
Discuss how an organization can measure progress towards a moral and just criminal justice department.
The paper

Must be four to six double-spaced pages in length (not including title and references pages) and formatted according to APA style.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.

Banks, C. (2016). Criminal justice ethics: Theory and practice (4th ed.).
Racial Discrimination in the Criminal Justice System
Ethics and the “War on Terrorism”

Multimedia
Makio, L. (Producer). (2010). Treat terrorists like enemy combatants, not criminals: A debate (Links to an external site.) [Video file]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=58315&aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365

Nelson, G. (Director), & King, P. (Executive producer). (2007). Black death in Dixie: Racism and the death penalty in the United States (Links to an external site.) [Video file]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=39112&aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365

Recommended Resources
Article
Thomas, G. C., III. (2011). Criminal trials as morality plays: Good and evil download. St. Louis University Law Journal, 55(4), 1405-1432. Retrieved from http://www.slu.edu/school-of-law-home/academics/journals/slu-law-journal

Supplemental Material
Hicks, W. (2015). CRJ524 professional resources list download. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/78ce1060-b8b0-4666-8a12-ecc460da8d1b/1/CRJ524_Professional Resources List.docx

This document provides additional resources in the form of articles, multimedia, and websites that may be helpful in the development of your learning in the field of criminal justice.

How does this status of preparedness and aggressive interdiction affect the creation, design, and implementation of morality policies in the criminal justice field?

Many commentators label the current “War on Terrorism” as a state of perpetual war. Many issues become apparent when a nation adopts a permanent war setting.Chapter 10 in your text explores many of the ethical issues associated with the War on Terrorism, and the video Treat Terrorists Like Enemy Combatants, Not Criminals: A Debate (https://secure.films.com/OnDemandEmbed.aspx?token=58315&aid=18596&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365) debates the best methods to handle accused terrorists (Makio, 2010).In this discussion, discuss the morality and expectations for the criminal justice system to be engaged in such a “war.”How does this status of preparedness and aggressive interdiction affect the creation, design, and implementation of morality policies in the criminal justice field? Examine the implications of a nation continually in a state or war. Do Ethical systems become irrelevant in light of a consistent, aggressive foreign policy, or is the need for moral action and rules more imperative in such a culture?

Wright (2011) Between ‘Bastard’ and ‘Wicked’ leadership? School leadership and the emerging policies of the UK Coalition Government.

 

The Assignment

• Critique of Policy in area of Leadership and Management: Paper to be presented orally (10 minutes plus 5 minutes Question & Answer) with a supporting portfolio. (5000 words equivalent) (100% weighting).

The details
• Educational Leaders have the challenging task of mediating and filtering policy from government into their organisations in a thoughtful way.
• As we will see, this process can impact on organisations and individuals in a range of ways. Some themes of impact include: purpose, Pedagogy, provision and personnel.
• All of this links to the role of educational leaders which need to be central to your presentation.
• Your task is to choose one specific policy and critique it with reference to these themes of impact and the broader role of educational leaders.Resources of interest (all on BBL)
• Hall (1993)Policy Paradigms, Social Learning, and the State: The Case of Economic Policy making in Britain.
• Lewis (2018) Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy.
• Wright (2011) Between ‘Bastard’ and ‘Wicked’ leadership? School leadership and the emerging policies of the UK Coalition Government.

What benefits might you champion as ensuing from the achievement of workforce-training goals for the state? What, if any, other benchmarks might be affected by achieving a more educated and better-trained workforce in the state?

you have the task of analyzing a case study entitled, Louisiana and Vision 2020.

Instead, analyze the case critically and assess how it pertains to this week’s readings.

Refer to the Guide to a Successful Case Study Analysis (see slides above) for additional guidance.

Remember, excellent analyses are a combination of critical and analytical thoughts connected to greater themes presented in the readings – and this is not an easy task.

Be sure to include the following personal reflections about the readings elements in your assignment:

Provide a brief description of the questions/challenges you have regarding this week’s course readings.

Explain why the case is noteworthy.

Explain how it pertains to the assigned readings (i.e., complements, contradicts, extends the readings).

Identify the implications for you as the newly hired Director of Personnel Administration for Public Organization X.

Explain how these points or issues integrate with the material covered in the class thus far and explain their relevance to you.

As you complete your analysis, keep the following questions in mind:

How might you coordinate such efforts across agencies, industries, and sectors? What state agencies might be tasked with implementing the workforce-training benchmarks?

What roles might secondary and post secondary education have in advancing toward the workforce-training benchmarks? How might community and Technical colleges contribute to achieving these benchmarks?

What benefits might you champion as ensuing from the achievement of workforce-training goals for the state? What, if any, other benchmarks might be affected by achieving a more educated and better-trained workforce in the state?

A summary of the readings
A detailed description of the case
Any editorials
Length: 5-7 pages, not including title and reference pages

References: Include a minimum of 5 scholarly resources.

use APA 7th edition

Did she ask leading questions, did she criticise the interviewee at times? Was the way in which the interviewer ended the interview appropriate?

 

International Business Research Skills

CW3 – 2000 WORDS – CHOOSE ONE OF THREE OPTIONS

• This coursework is worth 40% of the overall marks for the module.
•  choose 1 of the 3 options below, and answer all questions with your chosen option.
• Submission with CW2 (2 x mind maps) as ONE WORD DOCUMENT: Qualitative Research Tasks
You should answer all tasks (a, b and c)a) You are required to watch the following video which is a poor example of how to conduct an interview

Provide a written report that outlines some of the key mistakes made by the interviewer during the interview.
Just to note, the interviewer is the one asking the questions.
The interviewee is the one answering the questions.You should think about the following to inform your report…
• How the interviewer introduced the research topic to the interviewee.
• The speed at which the interviewer talked.
• Interviewer behaviour during the interview, including:
o Her general behaviour
o Her body language
o Her approach to building rapport with the interviewee
o Her listening skills
o Was the interviewer respectful?
• The way in which she asked questions and probed the interviewee
Were the questions objectively asked?
Did she ask leading questions, did she criticise the interviewee at times?
• Was the way in which the interviewer ended the interview appropriate?
o If no, then explain why it was not appropriate b) You should also watch this video

Provide a written report outlining the good points on how the interview was conducted.

Again, think about the following to inform your response:
• How the interviewer introduced the research topic to the interviewee.
• The speed at which the interviewer talked.
• Interviewer behaviour during the interview, including:
o Her general behaviour
o Her body language
o Her approach to building rapport with the interviewee
o Her listening skills
o Was the interviewer respectful?
• The way in which she asked questions and probed the interviewee
Were the questions objectively asked?
Did she ask leading questions, did she criticise the interviewee at times?
• Was the way in which the interviewer ended the interview appropriate?
o If yes, then explain why/how it was appropriate

Explain the interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation).

 

The paragraph below was given by the instructor to develop this section of my assignment.

discuss what is meant by Technology integration and what it looks like in classrooms.

Spend some time exploring the Technology Integration Matrix (TIM) ( Here’s a link to the Matrix : and briefly explain the interdependent characteristics of meaningful learning environments (active, collaborative, constructive, Authentic, and goal-directed) and how these relate to the levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation).

Include a minimum of two scholarly articles in support.