By Alan Axelrod
During this 6th quantity of Alan Axelrod's renowned CEO sequence, he dispenses the knowledge of a feminine monarch for the 1st time in view that his Businessweek bestseller Elizabeth I, CEO. Catherine the good traveled from Germany to Russia at purely 14 years of age, and rose to develop into probably the most striking, strong, and pleasing rulers in heritage. Axelrod profiles this powerful and loved chief, reading her traits of mind, middle, and personality, and distilling her phrases and activities into greater than a hundred useful and glossy management classes. ladies, specifically, will have fun with this examine of a job model—one of basically Russian tsars ever to earn the identify “Great.”
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Extra info for Catherine the Great, CEO: 7 Principles to Guide & Inspire Modern Leaders
Our data indicate that notions and experiences that the students develop through their assignments mean that ‘research’ is to choose a topic, to find one or several sources, to read, to write and to present. To formulate questions seemed not to be part of students’ conceptions of ‘research’. A striking result of the LeamLib project is what we have chosen to call the ‘transport and transformation of text’. There are frequent examples in our material of how students interact with texts in a book or on a web page, transforming text through rewriting it somewhat, changing a few words, reducing the amount of the original text, and then transporting it into their final report.
In simple forms, children are taught aspects of mode, modality, and pronominalization through which they analyze how particular textual genres construct ideological versions of the world (cf. Fairclough 1989). Putting theory into practice Let me illustrate this approach with an example of an analysis like those undertaken in Queensland classrooms. The selected text is the National Geographic Online magazine web site (National Geographic Society 2003). I chose this information resource because of its relevance to library work and the possibilities it offered in terms of critical textual anaiysis.
Only fragmentary knowledge was gained about the European Union. B Balancing information in order to choose the right side: finding enough information to form a personal standpoint on the issue. Possible consequences of membership were related to the subtopic. The EU was understood as mainly economic cooperation. C Scrutinizing and analyzing: critically analyzing information sources; finding different perspectives; trying to reveal values in information. EU membership was considered as a matter of ethical or political decision or commitment.