From the action of “one o’clock” to the action of “sunshine”——the discussions about the settlements of dealing with commitment
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This problem has existed for a long time, but there are nobody can deal with it well. Although lots of scholars and experts have advanced their viewpoints, they can not make an agreement. To settle this problem, I think the first step is to make the people who must take on the obligations not to flee away. But the results are so disadvantageous to them, why they can choose escaping but not to do so?Keywords:
nobody
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Human settlement
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Science is based on a shared respect for the scientific method—the principle that, by gathering and analyzing data and information, scientists and others can draw conclusions that are robust and generalizable across cultures and ideologies. Scientists furthermore assume that disagreements can be resolved by more facts. So when people object to the reality of climate change with science-y sounding arguments—“the data is wrong,” or “it's just a natural cycle,” or even, “we need to study it longer”—the natural response of scientists is simple and direct: People need more data. But this approach often doesn't work and can even backfire. Why? Because when it comes to climate change, science-y sounding objections are a mere smokescreen to hide the real reasons, which have much more to do with identity and ideology than data and facts.
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Building Bases of Influence Within A College The American College In many ways colleges occupy a unique niche within the American Society. Their success for example is not measured in productivity or simply quantifiable numbers. In addition, while business practices apply to some extent, and financial matters are important, accountability is not measured solely and simply in terms of a bottom line fiscal profit. In other ways though colleges are very much like their corporate counterparts. There is a fixed hierarchy and there are established rules and procedures for conducting daily business. Within a college culture there are also existing avenues for acquiring personal power and influence. This article explores strategies to develop that powerbase through interactions with others in the college community. Develop Opportunities for Success Just about everyone wants to be successful in what they do. This is true on the college campus as well. Many people fail because their talents are not effectively utilized for their benefit or the benefit of the institution. A supervisor the ability to find a person's strength, to discover what that person does well, and then play to that strength. This provides the person with opportunities to succeed and success is contagious and builds upon itself. Ideas In order to help others be successful it is important at times to give away ideas. These helps the individual buy into and take ownership of the idea. Individuals are more willing to commit time and resources to their own ideas. This strategy also helps them become more successful within the college. These individuals will in turn attribute their success in part to the person who gave them the idea. The key here is to only give away good ideas, but never give away ideas. Good ideas help the college, but great ideas are career changers. No Losers Dealing with individuals over issues can be stressful. At times people can even become confrontational. This confrontation often sets up a win/lose scenario where one person walks away as the victor and the other as the vanquished. First of all, people do not buy into ideas they do not believe in and they will not work effectively with people whom they believe do not share their beliefs. Silencing people in a discussion does not mean that they agree. It also does not guarantee that they will help implement other's ideas. Secondly, the people that individuals work with today are probably the same people they will work with tomorrow. An individual may be successful one day in getting their ideas across only to find that they are not as successful the next day on another issue. If a person is perceived as someone who has to win that person will find it very difficult to work with others when it is their turn to wield the power. It is therefore critical to avoid such situations for many reasons. In the best case scenario everyone gets something and the idea moves forward. Finally, it is also important to be extremely careful in one's selection of language. Try to use language that is as professional and as non-personal as possible. Avoid using words that other people will find offensive. Above all, never attack. People have long memories and harmful words or actions can damage future interactions. It's Not Personal An important credo to understanding when dealing with colleagues is the reality that anything that is said to or about you will be viewed as not personal. It is assumed that you should be able to accept criticism without taking it personally. It is just business. On the other hand, it is important to understand that anything that you say about others will in turn always be viewed as very personal. You will not be able to criticize the idea without criticizing the person who developed it. The lesson is to accept criticism graciously, even thankfully, but at the same time use criticism very sparingly. …
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The orientation document for the June 1984 meeting of the Society of Research Administrators (Western Section) posed some very intriguing questions. One example was the proposition that administration is antithetical to research because administration wants procedures, an orderly flow, rules and policies, things done in a certain way, etc. In my judgment, that proposition - as far as it goes - is nonsensical, because research also wants an orderly flow, rules, and procedures, and PIs are well known for wanting things done in a certain way. The nature of research is that it is a careful, systematic, and patient investigation into some field of knowledge - not at all antithetical to structure, order, and discipline. Yet we, as administrators, are damned for bringing these same things into the research environment. No, I don't think that's the problem. The problem is that the structure we bring to the research environment is not always the structure that the researcher wants, or that which the researcher perceives will be helpful to his own goals at the moment. It is sensibleness and flexibility the researcher really wants out of the administrative structure, not the absence of structure itself. I think this is borne out by the fact that any growing research program left to itself will soon create its own internal administrative structure. All is well until the program grows larger and the fathers of that structure, who naturally want also to be able to break as well as make the rules, lose direct control of the administrative rule-making process and find that they have lost the freedom to mold the structure to suit themselves. The orientation document also poses the question, Would an administrative structure designed and implemented in its (whatever that means) facilitate or impede the research process? That's an easy one for me; I don't even have to know what purest sense means. My answer is neither, because I am a firm believer that structures and organizations and policies don't do anything - people do. Another question posed is, Should researchers bend and comply with the needs of an orderly administrative system? My answer is, Yes. And to the second half of the question, ...or should the administration be modified and molded to fit the needs of research?, my answer is also Yes. Of course, these questions were meant to be rhetorical, and my brief answers don't begin to exploit their full potential for philosophical discussion. But as an introduction to the balance of this paper, my answers may be useful. They tell you where I'm coming from. For example, they tell you that I believe structures are not the problem, people are. They tell you that I believe rules and policies are not the problem, but the problem is a lack of sensibility and flexibility. And they also tell you that I believe both the researcher and administrators share in these problems, and share a responsibility for resolving them. My first premise is that there are basic conflicts between all factions of organizations - not simply research and administration - and that these conflicts are pandemic: that is to say, they are built-in, universal, and inescapable. We are wasting our time wishing it were not so. We might as well recognize the conflicts, because they aren't going to go away. Why do these conflicts exist, and why are they so basic? I think that question can be answered by defining acceptable research administration performance. The researchers think that administrative performance is acceptable when they can get what they want, when they want it, with a minimum of interference from the research administrator. The controller, on the other hand, probably feels that administrative performance is acceptable when no one overspends a budget, when no one makes an unauthorized commitment. Internal Audit feels administrative performance is acceptable if everything passes the test of audit, all the assets are being controlled, and all standing policies and procedures are being carefully followed. …
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The Lectorate of Inclusive Education had its official start at the inaugural speech by Aminata Cairo on January 17, 2018. Since then a team of dedicated people have given shape and form to the lectorate. Some have come and gone since then, each contributing in their own way.
Inclusive Education is an elusive term. It is not clear-cut and many people do not know what it means. Inherently it is linked to diversity issues, which have become associated with having to deal with the other, discrimination, exclusion, and more of such bothersome issues. Inclusion is about doing it however, about making it happen. Inclusive education is about creating optimal learning opportunities to accommodate students of all backgrounds, but requires dealing with those difficult issues. The language is not available, the level of comfort is not available, and so here is a whole lectorate dedicated to dealing with this pesky implication that somehow we are not doing something right.
That is one way of looking at it. There is some truth in that as well. As successful as our educational systems have been throughout hundreds of years, we now acknowledge that it has not been successful for all who attempt to partake and not necessarily due to their lack of effort. So, somehow we have fallen short. Who wants to talk about that?
We need to talk about that, but how? We need to have the sensitivity that the conversation might be difficult and complex. We need to acknowledge that the conversation might require us to open up and be vulnerable. We need to be brave, but the conversation must happen. In this volume the members of the knowledge circle and student branch have taken a first step. The assignment was to write about their involvement with the lectorate, but to share where their passion came from. There is a reason why you are so passionate about this (difficult) topic, something about your story that drives you to want to do this. Share that.
It was not an easy task for all, even if only in one paragraph. After all, it requires one to open a window into one's soul. We cannot expect and lead people into the difficult conversations if we are not willing to lead by example. As you will see, they lived up to the task. Hoping that our first step will be an inspiration for you to take the next.
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Nowadays there is more research with an applied objective than there used to be. Values can be assigned to such objectives in non-technical terms; and research projects are like other human activities in that they can be assessed in terms of cost, risk and reward or loss. I am no longer a working scientist, but rather a manager of scientists. Some speakers at this meeting would be unmanageable to me, because they tend to talk to themselves and not to expound their work in applied terms that I can understand and judge. Insect migration was broadly understood many years ago, and I have heard little about it today that is new since I dropped out of locust work 15 years ago. If I were a control man now, and even more if I were a politician responsible for providing public money, I would not know what research programme to sponsor for the next 5, 10 or 20 years, since we have not been given the kind of information needed. For example, does Dr Launois think his work will be useful to a control director, and if he does, in how long a time ? It seems to me that more direct conversations are required between the men on the research jobs and the men who have to control pests and the men who have to provide money from taxes. What do the money-providers need from you? And what useful results might there be from what you propose to do with the money ? How many years will such results take to be realized ? Scientists must always have their specialized ways of thinking and speaking, but to explain their projects in such terms is not enough. They must explain in terms not merely comprehensible but also assessable by non-scientists, so that their basic assumptions, choices of research paths, and alternative possibilities in results can be expressed in words that I can understand; my intention in sponsoring a research and development programme is to get some reward in either the short term or the long term.
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There are 315 million young people aged 10–24 years in India, representing 30 percent of the country's population and hence there is no doubt to call them as biggest asset for development of our country. Youth have high energy level and working capacity ,they wanted to challenge the world in there own way .The major problem youth is facing today are, they are confused about not knowing their self
interest area, they generally get distracted –as they
are prone to go in wrong direction without knowing
whether something going right or wrong. Mistake
made in this stage sometime leads to fatal and life
ruining experience. Elderly people try to teach them but there is generation gap not only in communication but in
culture, attitude and technology at a large. As time
became competitive challenging and survival of the fittest is new trend in global economy this inexperienced age group face lot of frustration, rejection, failure, misconception and everything which take him to wrong direction .we all know that youth are the most precious human resource and to
help them out should be in top of the priority list .To
utilize this resource powerfully, the youth are to be
motivated and directed in right path. But the sad
thing is that not much motivational model has been
developed specially taking youth into consideration
(especially literate youth of the country who are also
confused now) .Those which are developed also not
working properly as required/demanded. Is there any thing in this world which keep a person all the time focused and motivated towards his goals and objective of life. Why a person loses the hope and drains their energy in unproductive way. What creates a difference between winner and loser? Do successful people know different formula of success than others or they work more smartly than the rest?
One of the most important factors that lead one to their goals is the drive. This drive is known as motivation. The factors that motivate an individual keep changing as one climbs the ladder of age and maturity. And also, by achievement of one goal, we find other goals in life and it is very necessary to become a person who is constantly motivated for all time and energetic in his work domain. There are times when one faces a period of de-motivation and
everything seems black. It is then that they need to
find what would motivate them back and keep them in action. Here comes new dynamic motivational theory to satisfy the same.
Mistake
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Scholars of various kinds long have documented the great degree to which people are influenced by similar others. Indeed, the opinions, experiences and behaviors of friends, neighbors and coworkers can provide an invaluable gold mine of persuasive resources. But even savvy executives can fail to appreciate the full power of peer influence ? or they might neglect to anticipate its unintended consequences.
Consider, for example, managers who are responsible for shaping or enforcing policy within an organization. They will frequently call attention to a problem behavior, such as supply room theft, by depicting it as regrettably frequent. Although such admonitions might be well-intentioned, the communicators have missed something critically important: Within the lament of Look at all the people who are doing this undesirable thing lurks the powerful and undercutting disclosure Look at all the people who are doing it. And in trying to alert people to the growing occurrence of a problem ? which could be anything from expense account padding to safety violations ? managers can inadvertently make it worse. After the Internal Revenue Service announced that it was going to strengthen the penalties for tax evasion because so many citizens were cheating on their returns, tax fraud actually increased in the following year.
But that's not the only type of mistake that managers regularly make. Indeed, a more subtle problem occurs when they fail to recognize how peer influence is affecting their own decisions. Such situations can be particularly dangerous, leading people to do exactly what they shouldn't, all because they inadvertently have listened to the wrong voices. Thus, when trying to solve a problem, managers should resist the tendency (and the conventional wisdom) to start by casting the widest net possible and then later discounting information that isn't relevant. The potential pitfall of that approach is that it inserts the filtering process too late, after any irrelevant data might have already had a subconscious impact on a person's decision making.
Mistake
Unintended consequences
Evasion (ethics)
Suspect
Lament
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This chapter explains that people should stop worrying about the problems of education, declare it a disaster, and let teachers and students get on with their lives. The trouble with the endless concern over "problems" in education is that many well-meaning but often misguided and sometimes meddlesome people believe that solutions must exist. The chapter presents an example of a current educational disaster and examines "assessment". Assessment is the only thing many politicians can think of when they take a problem-solving approach to education. Assessment has become a full-fledged disaster in its own right. It is discriminatory, and it stigmatizes and disempowers individuals for life. Language is another example. Despite the widespread assumptions to the contrary, language is neither a rational design nor an ideal system. Mathematics is the same. Like language, mathematics doubtless developed in many separate places and in small ways. Many of our troubles in education arise from the fact that we are so concerned about learning.
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