The impact of literacy training on literacy in the workplace: a study of city of Atlanta employees
PUBLIC ADMINISTRATION SLAY, CHERYL LYNN B.A., University of Michigan, 1982 The Impact of Literacy Training on Literacy in the Workplace: A Study of City of Atlanta Employees Advisor: Dr. Alex Danso Degree Paper dated July 1987 The primary intent of this paper is to examine the impact of literacy training on workplace illiteracy. Specifically, the paper examines the effectiveness of a computer-based literacy training pro gram called the Principle of the Alphabet System (PALS) organized for an identified group of City of Atlanta illiterate employees. This paper focuses on five employees located in the Parks Maintenance Bureau of the Department of Parks, Recreation and Cultural Affairs. The issues addressed in this study focus on definitions of functional literacy and correlations between workplace literacy and job perform
Job Literacy and Job Performance Among Nurses At Varying Employment Levels
This study examines the job performance and job literacy strategies employed by 27 nurses during 8 hours of observed job performance for each nurse. Analysis revealed differences among nurses in training, experienced nurses, and supervisory nurses. Other significant differences were found in the job literacy strategies employed by superior as compared to adequately performing nurses. Major differences tended to reside in higher level critical applications of information rather than in reading test scores, amount of time reading on the job, or observed strategies employed by nurses.
The honesty of thinking : reflections on critical thinking in Nietzsche's middle period and the later Heidegger
This dissertation engages with contemporary interpretations of Nietzsche and Heidegger on the issue of self-knowing with respect to the notions of honesty and authenticity. Accounting for the two philosophers' developing conceptions of these notions allows a response to interpreters who conceive the activity of self-knowing as a primarily personal problem. The alternative accounts proposed take as a point of departure transitional texts that reveal both thinkers to be engaged in processes of revision. The reading of honesty in Chapters 1 and 2 revolves around Nietzsche's groundwork on prejudice in Morgenrothe (1880-81), where he first problematizes the moral-historical forces entailed in actuating the 'will to truth'. The reading of authenticity in Chapters 3 and 4 revolves around Heidegger's lectures on what motivates one's thinking in Was heist Denken? (1951-52). The lectures call into question his previous formal suppositions on what calls forth one's 'will-to-have-a-conscience', in an interpretation of Parmenides on the issue of thought's linguistic determination, discussed further in the context of Unterwegs zur Sprache (1950-59). Chapter 5 shows how Heidegger's confrontation with Nietzsche contributed to his ongoing revisions to the notion of authenticity, and to the attending conceptions of critique and its authority. Particular attention is given to the specific purposes to which distinct Nietzschean foils are put near the confrontation's beginning--in Heidegger's lectures on Nietzsche's second Unzeitgemasse Betrachtung (1938), and in the monograph entitled Besinnung (1939) which they prepare--and near its end, in the interpretation of Also Sprach Zarathustra (1883-85) presented in the first half of Was heist Denken? Chapter 6 recapitulates the developments traced from the vantage point of the retrospective texts Die Zollikoner Seminare (1959-72) and the fifth Book of Die frohliche Wissenschaft (1887). Closing remarks are made in relation to recent empirical research on the socio-environmental structures involved in determining self-identity.