Competence (human resources) - Wikipedia, the free encyclopedia. Competence is the ability of an individual to do a job properly. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual employees. 1/4 The Art And Science Of Competency Models Pinpointing Critical Success Factors In Organizations THE ART AND SCIENCE OF COMPETENCY MODELS PINPOINTING CRITICAL SUCCESS FACTORS IN ORGANIZATIONS PDF If you want to have a. 6 In many cases, a comprehensive competency model will have more than one of these components. Figures 1 and 2 illustrate two of the many ways comprehensive competency models might be structured. A competency model could. Competency Models: A Review of the Literature and. The Role of the Employment and Training Administration (ETA) Pilots and Demonstration Team. Division of Research and Evaluation Office of Policy Development and Research. Download ebook pdf The Art & Science of Competency Models - Anntoinette D. Lucia, Richard Lepsinger How Do You Ensure that Employees Are Doing the Right Things?Many of us ask, What does it take to do a job well? White in 1. 95. 9 as a concept for performance motivation. Later, in 1. 97. 0, Craig C. Lundberg defined the concept in . The term gained traction when in 1. David Mc. Clelland, Ph. D. It has since been popularized by one- time fellow Mc. Ber & Company (Currently the . Gilbert (1. 97. 8) who used the concept in relationship to performance improvement. The Art And Science Of Competency Models Pinpointing Critical Success Factors In Organizations The Art And Science Of Competency Models. Title: The Art And Science Of Competency Models Pinpointing Critical Success Factors In Organizations Subject: The Art And Science Of Competency Models Pinpointing Critical Success Factors In Organizations Keywords: Download. In 2015, SHRM published a book about the SHRM Competency Model and its development titled Defining HR Success: 9 Critical Competencies for HR Professionals, available through the SHRM Store. Developing Competency Models to Promote Integrated Human Resource Practices . Developing Competency Models to Promote Integrated Human Resource Practices The APICS Supply Chain Manager Competency Model was a research project undertaken by the APICS 2009 Future Leaders. They were supported by the 2009 Body of. PDF File: The Art And Science Of Competency Models Pinpointing Critical Success Factors In Organizations - PDF-WWRG13TAASOCMPCSFIO6 2/5 The Art And Science Of Competency Models Pinpointing Critical Success Factors In. Its use varies widely, which leads to considerable misunderstanding. This is all the more true, that competence appeared in varied countries and varied scientific contexts, with different meanings (Klarsfeld, 2. Some scholars see . For instance, management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation. Competency is also used as a more general description of the requirements of human beings in organizations and communities. Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual to learn and adapt. Competency has different meanings, and continues to remain one of the most diffuse terms in the management development sector, and the organizational and occupational literature. Job competencies are not the same as job task. Competencies include all the related knowledge, skills, abilities, and attributes that form a person. This set of context- specific qualities is correlated with superior job performance and can be used as a standard against which to measure job performance as well as to develop, recruit, and hire employees. Competencies and competency models may be applicable to all employees in an organization or they may be position specific. Identifying employee competencies can contribute to improved organizational performance. They are most effective if they meet several critical standards, including linkage to, and leverage within an organization. An organizational core competency is its strategic strength. Competencies provide organizations with a way to define in behavioral terms what it is that people need to do to produce the results that the organization desires, in a way that is in keep with its culture. By having competencies defined in the organization, it allows employees to know what they need to be productive. When properly defined, competencies, allows organizations to evaluate the extent to which behaviors employees are demonstrating and where they may be lacking. For competencies where employees are lacking, they can learn. This will allow organizations to know potentially what resources they may need to help the employee develop and learn those competencies. Competencies can distinguish and differentiate your organization from your competitors. While two organizations may be alike in financial results, the way in which the results were achieve could be different based on the competencies that fit their particular strategy and organizational culture. Lastly, competencies can provide a structured model that can be used to integrate management practices throughout the organization. Competencies that align their recruiting, performance management, training and development and reward practices to reinforce key behaviors that the organization values. Dreyfus and Dreyfus on competency development. The causative reasoning of such a language of levels of competency may be seen in their paper on Calculative Rationality titled, . As competencies apply to careers as well as jobs, lifelong competency development is linked with personal development as a management concept. And it requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competency will systematically break the rules if the situations requires it. This environment is synonymously described using terms such as learning organization, knowledge creation, self- organizing and empowerment. Within a specific organization or professional community, professional competency, is frequently valued. They are usually the same competencies that must be demonstrated in a job interview. But today there is another way of looking at it: that there are general areas of occupational competency required to retain a post, or earn a promotion. For all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. For a university student, for example, the primary tasks could be: Handling theory. Handling methods. Handling the information of the assignment. The four general areas of competency are: Meaning Competency: The person assessed must be able to identify with the purpose of the organization or community and act from the preferred future in accordance with the values of the organization or community. Relation Competency: The ability to create and nurture connections to the stakeholders of the primary tasks must be shown. Learning Competency: The person assessed must be able to create and look for situations that make it possible to experiment with the set of solutions that make it possible to complete the primary tasks and reflect on the experience. Change Competency: The person assessed must be able to act in new ways when it will promote the purpose of the organization or community and make the preferred future come to life. Mc. Clelland and Occupational Competency. It should be noted that different competencies predict outstanding performance in different roles, and that there is a limited number of competencies that predict outstanding performance in any given job or role. Thus, a trait that is a . By aligning competencies to business strategies, organizations can better recruit and select employees for their organizations. Competencies have been become a precise way for employers to distinguish superior from average or below average performance. The reason for this is because competencies extend beyond measuring baseline characteristics and or skills used to define and assess job performance. In addition to recruitment and selection, a well sound Competency Model will help with performance management, succession planning and career development. Selection: The use of behavioral interviewing and testing where appropriate, to screen job candidates based on whether they possess the key necessary job competency profile: Provides a complete picture of the job requirements. Increases the likelihood of selecting and interviewing only individuals who are likely to succeed on the job. Minimizes the investment (both time and money) in people who may not meet the company. How we treat the patient is part of the patient's treatment. Core competencies: Capabilities and/or technical expertise unique to an organization, i. An organizational core competency is an organization. For example, organizations that tend to hire or promote solely on the basis of technical skills, i. As such, it is important that they be defined in a measurable behavioral context in order to validate applicability and the degree of expertise (e. They are often technical or operational in nature (e. Unlike leadership characteristics, management characteristics can be learned and developed with the proper training and resources. Competencies in this category should demonstrate pertinent behaviors for effective management to be effective. Examples: Initiative and Creativity. Plans work and carries out tasks without detailed instructions; makes constructive suggestions; prepares for problems or opportunities in advance; undertakes additional responsibilities; responds to situations as they arise with minimal supervision; creates novel solutions to problems; evaluates new technology as potential solutions to existing problems. Judgement. Makes sound decisions; bases decisions on fact rather than emotion; analyzes problems skillfully; uses logic to reach solutions. Cooperation/Teamwork. Works harmoniously with others to get a job done; responds positively to instructions and procedures; able to work well with staff, co- workers, peers and managers; shares critical information with everyone involved in a project; works effectively on projects that cross functional lines; helps to set a tone of cooperation within the work group and across groups; coordinates own work with others; seeks opinions; values working relationships; when appropriate facilitates discussion before decision- making process is complete. Quality of Work. Maintains high standards despite pressing deadlines; does work right the first time; corrects own errors; regularly produces accurate, thorough, professional work. Reliability. Personally responsible; completes work in a timely, consistent manner; works hours necessary to complete assigned work; is regularly present and punctual; arrives prepared for work; is committed to doing the best job possible; keeps commitments. Commitment to Safety. Understands, encourages and carries out the principles of integrated safety management; complies with or oversees the compliance with Laboratory safety policies and procedures; completes all required ES& H training; takes personal responsibility for safety. Applies knowledge to identify issues and internal problems; works to develop additional technical knowledge and skills. Quantity of Work.
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Card and a replacement will be mailed to you. Note: When receiving a card by mail, it may be necessary for the Charlie. Card Store to deactivate your existing Senior Charlie. Half-Fare Bus Services Eligibility Application 3 Half-Fare Bus Services Eligibility Application Part A Please complete the following information: Name: Reduced Fare Program for People with Disabilities. Metrobus and Metrorail for half the regular (rush hour) fare at all times. You must complete a new application to renew your Metro Reduced Fare/SmarTrip. Fares & Gifts Reduced Fare Program MBTA mTicket; Gifts; Subway; Bus; Commuter Rail; Boats. Reduced fares and passes require an applicable reduced fare CharlieCard. 159 reviews of MARTA 'MARTA. Base fare is $2.50 per trip. They have a program 'see. Eligibility Guidelines for the MARTA Reduced Fare Program Note. Persons with disabilities are defined by FTA as persons “who by reason of illness, injury. The MARTA Breeze card is the way in which the University discounted MARTA monthly ride pass program will be administered instead of the paper monthly MARTA pass. Students, faculty and staff who wish to purchase a GSU. MARTA is the most cost-effective way to travel in Atlanta, and the most convenient, with a wide variety of fares and passes available to meet each rider's needs. Regular riders can choose from several TransCard, Half Fare or. MARTA Partnership offers Corporate. Program, Half-Fare Program for senior citizens and disabled riders and the E-Bus with routes. Metropolitan Atlanta Rapid Transit Authority has assisted the community through. Regular Fare $2.50 with four free transfers allowed within a 3-hour period (transfers cannot be used for roundtrips) Children. Student Pass Program $14.40 weekly View participating K-12 schools. Fare; Day Pass Program. All customers are required to have a valid Breeze Card loaded with appropriate fare to ride MARTA. Card. Customers with Senior IDs issued prior to May/June 2. Senior Charlie. Card, available at the location noted above. Interested in Conducting Your Own Senior Charlie. Card Event? Download the instructions PDFSenior Charlie. Card Events. DATETIMELOCATIONFriday, September 2. AM - 2: 3. 0 PM Jenks Center (Winchester Senior Center) 1. Skillings Road Winchester, MA 0. Friday, September 3. PM - 4: 0. 0 PM Stoneham Senior Center 1. Elm St Stoneham, MA 0. Back to top. Persons with Disabilities. Persons with disabilities with a Transportation Access Pass (TAP) Charlie. Card can ride local buses for 8. Persons with disabilities can also ride on commuter rail or ferry services for 5. In addition, passengers with disabilities can purchase a monthly pass (good for unlimited travel on local bus and subway) for $3. No discounts apply to express bus passes, commuter rail passes, or ferry passes. TAP Charlie. Cards can be requested at the Charlie. Card Store located in Downtown Crossing Station (Underground Concourse connecting the Orange and Red lines). The Charlie. Card Store is open Monday through Friday, 8: 3. Call 6. 17- 2. 22- 3. TTY) for more information. Mailing address: Downtown Crossing Station, 7 Chauncy Street, Boston, MA 0. To request a TAP Charlie. Card for the first time, you will need to complete a Transportation Access Pass Application. Download the Transportation Access Pass Application PDF . Your permanent TAP Charlie. Card with a photo will be mailed to your home address. You may also call the Charlie. Card Store to report a lost, damaged, stolen or expired (depending on eligibility) TAP Charlie. Card and a replacement will be mailed to you. Note: When receiving a card by mail, it may be necessary for the Charlie. Card Store to deactivate your existing TAP Charlie. Card. Customers with TAP IDs issued prior to May/June 2. TAP Charlie. Card, available at the Charlie. Card Store. Back to top. Customers Who Are Blind/Visually Impaired. Customers who are blind/visually impaired ride all MBTA services for free with a Blind Access Charlie. Card available from the Charlie. Card Store. To receive a Blind Access Charlie. Card, you must have a valid, non- expired ID from the Massachusetts of Registry of Motor Vehicles as well as a recently dated certificated from the Massachusetts Commission for the Blind. Out- of- state customers may bring documentation from their permanent state of residence to be reviewed for eligibility. A reduced fare may be available for customers who are not eligible to receive the Blind Access Charlie. Card. Your permanent Blind Access Charlie. Card with a photo will be mailed to your home address. You may also call the Charlie. Card Store to report a lost, damaged, stolen or expired Blind Access Charlie. Card and a replacement will be mailed to you. Note: When receiving a card by mail, it may be necessary for the Charlie. Card Store to deactivate your existing Blind Access Charlie. Card. Back to top. Students. Student Charlie. Cards are for students in Middle or High School only and must be issued by a participating school. All Student Charlie. Cards expire on August 3. Participating schools may opt to issue eligible students the . During the summer, M7s will function as Student Stored Value Charlie. Card (S- Cards). In addition, schools may opt to issue students the . Student Stored Value Charlie. Cards (S- Card) allow students to travel on Local Bus, Subway, Express Bus and Commuter Rail at a . In addition, Students may purchase a Student Pass at any MBTA Fare Vending Machine at a reduced rate. S- Card Passes are valid on subway, local bus, and Express Bus, but NOT commuter rail. Student S- Cards can ONLY be loaded with Stored Value and/or a monthly pass at a Fare Vending Machine or Retail Sales Terminal. All Student Charlie. Cards are assigned and managed through your school. Please direct all questions and concerns regarding lost, stolen, and/or replacements of Student Charlie. Cards to your school administrator. For more fare information, visit Fares & Passes. To learn more, Students, see your school administrators for details. School Administrators can visit the MBTAPass Program site or call (6. Back to top. Children 1. Years Old and Under. Children 1. 1 years old and under ride for free when accompanied by a paying adult. No ID required. Note: The Transfer policy for reduced fares and passes is the same as it is for full fares. Costco Auto Program Questions? Looking for a powersports dealership, or just want to use the full- size version of the website? Ron Schurter didn’t bother visiting a dealer when he was in the market for a new car. He hit his local Costco. There was no haggling. There was just the price the warehouse retailer offers its members: about $. Qualified buyers can receive rates as low as 0.0% for 60 months. 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It was also the first modern Arab state to suffer a coup d'etat (led by General Bakr Sidqi on 2. October 1. 93. 6) which set the general course of Middle East history away from constitutional government and toward the dominance of military strongmen. Iraq is famous for being the geographic location of the most ancient civilization on Earth - the Sumerian civilization founded 6. But modern Iraq owes little more to this ancient people, whose entire language family and ethnic identity vanished millennia ago, than does any other nation of western civilization. Even the peoples that replaced the Sumerians - the Akkadians (Babylonians) - are gone along with the entire Eastern Semitic language group to which the belonged. The culture, language, and identity of modern Iraq is Arab - - it is descended from the nomadic Beduin peoples of the Arabian Peninsula, and the Western Semitic language they spoke. The dominance of the Arab peoples in the Middle East is due directly to Muhammad - the Prophet of Islam. In the Seventh Century AD the Arabs united under the inspiration of Muhammad's leadership and teachings, and in the space of thirty years conquered vast stretches of the Middle East, permanently establishing Arabic culture as the dominant cultural force in the region. Despite the essential role of Islam in Arabizing the Middle East, Arab identity is not tied to Islam. There are millions of Arab Christians, who carry on a tradition from pre- Islamic times. Press Contacts: Kelsey Davenport, Director for Nonproliferation Policy, (202) 463-8270 x102. A nuclear-weapon-free zone (NWFZ) is a specified region in which countries commit themselves not to manufacture. Is a nuclear fuel bank a good investment? Those governments that wish to continue their nuclear programs must take into account public anxiety. Because most non-nuclear weapon states in the developed world already. The Emergence of Hussein. Remarkably, Saddam Hussein as been playing a key role in Iraqi history for most of the state's 7. Iraq became independent as a monarchy. Its ruling family - the Hashemites - were established in this position by the British in 1. Despite considerable turbulence, beset by coups and revolts of various sorts, the monarchy persisted until 1. July 1. 95. 8. On that day a swift and bloody predawn coup was executed by officers of the Nineteenth Brigade under the leadership of Brigadier Abd al Karim Qasim and Colonel Abd as Salaam Arif. King Faisal II, the principal ministers of government, and much of the royal family were killed. The July 1. 4 Revolution, as it is known, was a turning point in Iraqi history. The social order promoted by the British, based on traditional rural society and civilian monarchal rule, was destroyed and replaced by the preeminence of urban society, modernization, and military rule. It was not long before Qasim found himself the target of plotters. In 1. 95. 9 an Army officer, then only 2. His name was Saddam Hussein (the common spelling, academia generally prefers Husayn). In July 1. 96. 1 Qasim set a fateful precedent by laying claim to the newly independent state of Kuwait. Qasim finally fell in a coup on 9 February 1. The forces that overthrew Qasim were more than simply a group of disgruntled officers. The coup was organized and inspired by a political movement - the Baath Party. The Baath movement was founded in 1. Christian Arab Syrian- Lebanese student named Michel Aflaq. Move to Expand Nuclear Power Programs Despite Contamination at Fukushima & New Mexico. Views on the nuclear program of Iran. A Saudi Arabian official clarified that should Iran develop a nuclear weapon. Nuclear Weapons in the US and Russia. Nuclear Weapons in the U.S. Aflaq was inspired by western socialist thought. In the colonial context the appealing elements were more about nationalism than economic doctrine, and the Baath Party (formally the Baath Arab Socialist Party) he founded in 1. Arab unity and opposition to colonial powers (Baath is Arabic for . The philosophy of Arab nationalism, called pan- Arabism, had vast appeal in the post- colonial period. The Baath Party spread from Lebanon to Syria and Iraq. Pan- Arabism also manifested itself as . But instead of representing the triumph of Pan- Arabism, this double ascendancy of the Baathists was the death knell of Pan- Arabism. The interests of national leaders, and the appeal of nationalism based on state rather than ethnic identity, won out and Aflaq's attempts at fostering unification failed. In 1. 96. 6 he was thrown out of the Baath party in Syria and forced into exile. He died in exile in Iraq in 1. Although Libya continued pan- Arab unification attempts in the 7. Baath in Syria and Iraq to overcome state- based nationalism marked the end of pan- Arabism as a real force in the Arab world. Henceforth, the only . He entered Baathist politics early, joining the party in 1. The assassination attempt against Qasim was Hussein's second assignment as assassin, previously he had killed his brother- in- law who was a communist. The Baathists who staged the 1. Hussein were mostly military men. A substantial portion of them were also, like Hussein, from the area around Tikrit. Although external pressure and more technical barriers will remain necessary to prevent Tehran from exercising a nuclear weapon. Bulletin of the Atomic Scientists.These Tikritis formed a clique that would gain control over Iraq and, with Hussein at their head, rule the country for more then a quarter century. It is a supreme irony that a group founded on the vision of Pan- Arabism would end up serving the extremely narrow interests of tiny group of clans from a single town. Between 1. 96. 3 and 1. Baathists lost influence and the government was dominated by two strong generals, the Arif brothers. In June of 1. 96. The first replaced Major General Abd ar Rahman Arif by officers representing the Arab Revolutionary Movement, supported by the Baathists. This placed the Baathists within striking distance, and just two weeks later on 3. July they moved. The Baath's Revolutionary Command Council (RCC), headed by Tikriti Ahmad Hasan al Bakr, took control of Iraq. Three of the five members of the RCC were Tikritis, and a fourth - Saddam Hussein (who was also a relative of Bakr) - took charge of internal security. The first of many bloody purges instigated by Hussein took place several weeks later. During the next several years the Tikritis, and Saddam Hussein in particular, increasingly monopolized power within the government. By 1. 96. 9 Hussein and Bakr together dominated Iraq, with Bakr being the public figurehead, but Hussein being the . Like Stalin, Hussein demands total and unquestioned submission to his will and enforces it with the lavish use of violence of all kinds, both systematic and capricious. Like the Communist Party of the Soviet Union under Stalin, the Baath Party of Iraq is the instrument of Hussein's personal power, with ultimate authority for all aspects of Iraqi society resting in the hands of party members. Like the CPSU, slavish devotion to the maximum leader is the only significant qualification for membership in the Baath and thus at the top levels Iraq is ruled by party functionaries who generally possess scant competence by normal measures. Also, like the Soviet Union, there is an elaborate system of material reward for those who serve and please the regime. The Nuclear Weapon Program Starts. Iraq's modest civilian nuclear program dates all the way back to the . The library of declassified documents from the Manhattan Project bestowed on Iraq in 1. Iraq's nascent nuclear weapons program a good start. In 1. 96. 2 construction began on Iraq's first research reactor - the 2 megawatt IRT- 5. Soviet Union. It went critical in 1. MW in 1. 97. 8 (. This formally committed Iraq to forswearing nuclear weapons. But in 1. 97. 1 a secret plan was initiated to breach the treaty. At that time the program was run by the Iraq Atomic Energy Commission (IAEC), a small department within the Ministry of Higher Education. The chairman of the physics department of the Nuclear Research Center, located at the Atomic Energy (or AE) facility at al- Tuwaitha, 1. Baghdad, was Khidir Hamza. Hamza reports that in late 1. IAEC, the secretary- general of AE Dr. Moyesser Al- Mallah and the newly appointed director of the Nuclear Research Center Husham Sharif, both Baath party members. Al- Mallah and Sharif requested that Hamza develop a plan for acquiring nuclear weapons, one that used an ambitious and carefully designed civilian nuclear program to obtain the technologies, skills, and infrastructure required to successfully create a nuclear arsenal. They pointed out that this plan would secure greatly increased funding for the nuclear program from the Vice President and Vice- Chairman of the Revolution Command Council (RCC), Saddam Hussein. Up to this time Iraq's nuclear program had been small and poorly funded, much of which came from international aid programs. It is unknown what prompted the two Baathists to approach Hamza - whether they were acting at the direction of Hussein, or whether they were simply trying to boost their own positions. Hamza has said that he initially thought of this plan as a ruse to boost the civilian nuclear program . This is an interesting variation on the precedents established by India and South Africa, in which at various points the nations claimed peaceful civilian aims for their weapon programs. One key difference in this case was that here the avowed (though secret) objective was from the beginning to obtain nuclear weapons; another is that Iraq is the only state to pursue nuclear weapons while officially committing to forswear them. Hamza's position that he was not personally interested in this objective can perhaps be compared to that of Werner von Baun, who to pursue an interest in civilian space exploration presided over vast weapons programs, for Germany during World War II, and then the development of ICBMs to deliver nuclear weapons for the US. In his later book- length account Hamza concedes that his motivations were mixed, that ambition played its part, and that the prospect of actually designing and testing a nuclear explosive excited him. That indeed he was not averse to succeeding in carrying out his plan . Final approval came from Hussein, not Bakr, and Hussein directed and controlled the program from that point on . German Nuclear Program Before and During World War IIAndrew Wendorff. March 2. 4, 2. 01. Submitted as coursework for PH2. Stanford University, Winter 2. Introduction. In the years leading up to World War II, Germany was. Actually, in November 1. Royal Swedish Academy of. Sciences awarded the 1. Nobel prize in Chemistry to Otto Hahn for the. In the years after the discovery of the. Berlin- based team of scientists recorded a large. Hahn published his results with Fritz. Strassmann on January 6th, 1. Heisenberg had won the 1. Nobel prize for. what the Nobel committee had called, . Heisenberg is. considered one of the greatest theoretical physicists of the twentieth. Einstein and Bohr. This was a man of significant scientific intellect. Nazi Germany. Balancing German national loyalty in Nazi. Germany and scientific obligation was something Heisenberg along with. German scientists struggled with throughout the entire era. He convinced himself that a reactor with natural. Not only did he save individuals from. Bohr's Institute in Copenhagen, from being robbed by German occupying. The German nuclear program, at its height, consisted of. Germany and Austria. A summary report from February. These include lack of nuclear physicists, industrial. In the. 1. 92. 0s and early 1. Germany was a leading nation of theoretical. Nazism, a significant number of. Jewish ones in particular, left the German team at a. Allied team. On a. Allied team was more capable with certain. Neumann, the German team could just not match. Two. moderators, needed to slow the neutrons from fission in order to create. Bothe concluded that carbon would. Fermi though that carbon was marginal at best, Leo. Szilard, working with Fermi, remember that boron carbide was commonly. Thus, Germany. believed heavy water was the only capable moderator. Bagge and Diebner. December 1. 94. 1 that. In this situation, the experts decided. It has to be mentioned. United States only. July 1. 94. 5, two months. Europe. Immediately After World War IIIn July of 1. Prior to the dropping of. German scientists understood the basics of the problem, there were. September, 1. 99. Great Books and Programs for Teaching Phonics. Scholastic's Teacher Store has a wealth of resources for teaching phonics and phonemic awareness, from audiotapes to chapter book series to CD- ROMs - - and, of course, professional guides full of handy reproducibles, fun activity ideas, and further information on phonics instruction. The list is organized by Professional Books for teachers, Paperback Collections for beginning readers, and Phonics Programs. Professional Books. Teaching Tunes Audiotape & Mini- Books Set: Early Phonics (Grades Pre. K–1)Phonemic Awareness Songs and Rhymes (Grades Pre. 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