List down the authorities cited in the literature review of kram 1985

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Para sa inyo itong pts nato​

Give some situation on proper utilization of time money and material in contributing success to the company​.

Why do religious and beliefs are important? How do they affect our way of life?​

Basahin ang mga sumusunod na mga pangungusap. Bumuo ng isang talatasa pamamagitan ng pagsasaayos ng mga sumusunod na pangungusap. Gamitin ang mga pana … nda upang mabuo ang mga dapat isaalang-alang sa kahalagahan ngwastong paghuhugas ng kamay. Gawin ito sa iyong sagutang papel.​

BAD MOOD AKO NGAYONG ARAW NA TO TALAGA: [ ​

answer nyo lang i give point guys

• Dangerous Convenience Store [cha, 60.5]• Shutline [cha. 8] • Pearl boy [cha. 38]• Painter of the night [cha. 4]• Love is an Illusion [cha. 12]• Love … so Pure [cha. 18]• Room to Room [cha. 1]• Window to Window [cha. 11, first story of "Room to Room"]• In the private room [cha. 1]• Killing Stalking [cha. 23]• Fruit of the tangue [cha. 0.3, side: 3]• No Love Zone [sidestory. 7]• Bj Alex [cha. 89]• Stranger than friends [TAK x SANHO side story 1]• Touch your world [cha. 61]• Dear Door [cha. 67]• Take off [cha. 1]• My suha [cha. 92]• Legs that won't work [cha. 5]• Turn off your camera [cha. 4]• On or Off [cha. 76]• Blood of the sun [cha. 2]• Semantic error [cha. 0]• Cherry blossom after winter [cha. 88]• Deliverance of counter attack [cha. 0]• Rose ang champagne [cha. 5]• Liebling [cha. 55]​

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What type of conflict is depicted in the text?How can Juanito resolve this conflict? Suggest possible action ​

Kram [1985] has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. During the initiation phase, the mentor and the protégé begin initial interactions that involve learning the other's personal style and work habits. He described the first six to 12 months of a relationship as characterized by musings that protégés and mentors providing coaching, challenging work and visibility, the mentor embodies as fantasized role model with whom the protégé begins to identify and develops positive expectations about career development. If the relationship matures past the initiation phase, it then progresses to the cultivation phase, in which career development, role modeling and psychosocial mentoring functions are proposed to be at their highest.

Kram [1985] further proposed that the emotional bond between the mentor and protégé deepens and intimacy increases during this phase. This phase may last from two to five years as the protégé learns from the mentor and the mentor promotes and protects the protégé. Protégés gain knowledge from the mentor, and the mentor gains loyalty and support of the protégé and feelings that his or her values, ideas and work habits may be passed on to the protégé during the cultivation phase. The third phase, separation, involves a structural and psychological disconnection between the mentor and the protégé when functions provided by the mentor decrease, and the protégé becomes independent. In the redefinition phase, the mentor and protégé frequently develop a relationship that is more peer-like, characterized by mutual support and informal contact. While career and psychosocial functions are less evident, sponsorship from a distance, occasional counseling and coaching and ongoing friendship continue. Hay [1995] believes that mentoring process is underpinned by the following principles: recognizing that people are okay, realizing that people can change and want to grow, understanding how people learn, recognizing individual differences, empowering through personal and professional development, developing competence, encouraging collaboration not competition, encouraging scholarship and a sense of inquiry, searching for new ideas, theories and knowledge and reflecting on past experiences as key to understanding.

According to Mackimm, et al [2003] mentoring relationship is a special relationship where two people make real connection. It is a protected relationship in which learning and experimentation occur through analysis, examination, reexamination and reflection on practice, situations, problems, mistakes and successes [of both the mentors and the mentees] to identify learning opportunities and gaps. According to Yang [2006], mentoring relationships range from loosely defined, informal collegial associations in which a mentee learns by observation and example to structured formal agreements between expert and novice co-mentors where each develops professionally through the two-way transfer of experience and perspective. Whether the relationship is formal or informal, the goal of mentoring is to provide career advice as well as both professional and personal enrichment. It is important that the mentor and the mentee have a clear grasp of the mentoring process for maximum benefits of this special relationship. For mentoring to be effective, the mentee together with the mentor needs to reflect on the experiences in school and attempts to understand the experience through analysis and conceptualization. The

individual makes choices based on analyzing the implications. She/he identifies options, decides on what to do next and undergoes another experience.

Mentoring relationship is classified as formal or informal, and short term or long term [Goodyear, 2006]. Formal mentoring is usually mandatory and institutionalized by the school or agency. The meetings are determined, monitored and evaluated based on clearly articulated goals and milestones. Informal mentoring relationship is more spontaneous and springs from the mentee's intrinsic desire to become better. The choice of the mentor is based on trust and confidence. Another type of mentoring is the duration of the relationship which can be short term and long term. A short term mentoring usually addresses a set of specific needs. Long term mentoring is based on the broad based goals incorporated in the professional development career of the institution or agency. Whether the mentoring relationship is formal or informal, short

term or long term, literature proves that mentoring has improved the teacher's personal artistry and professional skill in the workplace.

Source: [taken from the research article of Dayagbil, et al.]

Research Topic:

List down the authorities cited in the literature review What is the idea implied?

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Source: Critical Reading and Writing, Dayagbil, 2016 pp. 137-139

Kram (1985) has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. During the initiation phase, the mentor and the protégé begin initial interactions that involve learning the other's personal style and work habits. He described the first six to 12 months of a relationship as characterized by musings that protégés and mentors providing coaching, challenging work and visibility, the mentor embodies as fantasized role model with whom the protégé begins to identify and develops positive expectations about career development. If the relationship matures past the initiation phase, it then progresses to the cultivation phase, in which career development, role modeling and psychosocial mentoring functions are proposed to be at their highest.

Kram (1985) further proposed that the emotional bond between the mentor and protégé deepens and intimacy increases during this phase. This phase may last from two to five years as the protégé learns from the mentor and the mentor promotes and protects the protégé. Protégés gain knowledge from the mentor, and the mentor gains loyalty and support of the protégé and feelings that his or her values, ideas and work habits may be passed on to the protégé during the cultivation phase. The third phase, separation, involves a structural and psychological disconnection between the mentor and the protégé when functions provided by the mentor decrease, and the protégé becomes independent. In the redefinition phase, the mentor and protégé frequently develop a relationship that is more peer-like, characterized by mutual support and informal contact. While career and psychosocial functions are less evident, sponsorship from a distance, occasional counseling and coaching and ongoing friendship continue. Hay (1995) believes that mentoring process is underpinned by the following principles: recognizing that people are okay, realizing that people can change and want to grow, understanding how people learn, recognizing individual differences, empowering through personal and professional development, developing competence, encouraging collaboration not competition, encouraging scholarship and a sense of inquiry, searching for new ideas, theories and knowledge and reflecting on past experiences as key to understanding.

According to Mackimm, et al (2003) mentoring relationship is a special relationship where two people make real connection. It is a protected relationship in which learning and experimentation occur through analysis, examination, reexamination and reflection on practice, situations, problems, mistakes and successes (of both the mentors and the mentees) to identify learning opportunities and gaps. According to Yang (2006), mentoring relationships range from loosely defined, informal collegial associations in which a mentee learns by observation and example to structured formal agreements between expert and novice co-mentors where each develops professionally through the two-way transfer of experience and perspective. Whether the relationship is formal or informal, the goal of mentoring is to provide career advice as well as both professional and personal enrichment. It is important that the mentor and the mentee have a clear grasp of the mentoring process for maximum benefits of this special relationship. For mentoring to be effective, the mentee together with the mentor needs to reflect on the experiences in school and attempts to understand the experience through analysis and conceptualization. The

individual makes choices based on analyzing the implications. She/he identifies options, decides on what to do next and undergoes another experience.

Mentoring relationship is classified as formal or informal, and short term or long term (Goodyear, 2006). Formal mentoring is usually mandatory and institutionalized by the school or agency. The meetings are determined, monitored and evaluated based on clearly articulated goals and milestones. Informal mentoring relationship is more spontaneous and springs from the mentee's intrinsic desire to become better. The choice of the mentor is based on trust and confidence. Another type of mentoring is the duration of the relationship which can be short term and long term. A short term mentoring usually addresses a set of specific needs. Long term mentoring is based on the broad based goals incorporated in the professional development career of the institution or agency. Whether the mentoring relationship is formal or informal, short

term or long term, literature proves that mentoring has improved the teacher's personal artistry and professional skill in the workplace.

Source: (taken from the research article of Dayagbil, et al.)

Research Topic:

List down the authorities cited in the literature review What is the idea implied?

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Source: Critical Reading and Writing, Dayagbil, 2016 pp. 137-139