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Medium 9781576756171

Chapter XIV Step 5 Remember the Four Principles

Harrison H. Owen Berrett-Koehler Publishers ePub

The Four Principles, announced at the start of every OST, go as follows: (1) Whoever comes are the right people. (2) Whatever happens is the only thing that could have. (3) Whenever it starts is the right time. (4) When it’s over it’s over. The principles in OST do not tell people what they should do, but simply acknowledge what will happen in any event. In a word, they are descriptive and not prescriptive. One might ask why state the obvious? The answer is that many people who first come to OST, find the situation to be strange, counterintuitive, and even wrong. We announce the principles to alert them to what will be happening, and hopefully make them feel more comfortable. And of course, what is “happening” is not so much OST, but rather self-organization. It is for this reason that I suggest that remembering the Four Principles when consciously working in the larger world of self-organizing systems will be helpful.

It is typical at the beginning of any project, large or small, that much time and effort is devoted to selecting the “right” people. No small amount of anxiety is produced when some or all of those “right” people fail to make an appearance. The situation in the world of self-organization is a lot different and in many ways much easier. It turns out that whoever comes are the right people.168

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Medium 9781782201502

Chapter Fourteen: Being both Sexes—Addendum: a Clinical Observation on Anal Sexuality

Leonard Shengold Karnac Books ePub

Our birth is but a sleep and a forgetting:

The Soul that rises with us, our life’s Star,

Hath had elsewhere its setting.

And cometh from afar:

Not in entire forgetfulness,

And not in utter nakedness,

But trailing clouds of glory do we come

From God, who is our home:

Heaven lies about us in our infancy.

—William Wordsworth, “Intimations of Immortality” (1807)

The question Freud famously asked his analysand and disciple Princess Marie Bonaparte (see Jones, 1955, p. 468), “What does the woman want?” was never answered. What men want seems equally mysterious. But for both sexes, I am convinced that the correct response derives from childhood. According to Jones, who is passing on what Bonaparte said Freud asked her, Freud’s words were: “Was will das Weib?” What I think Freud meant is better expressed as “What does Woman (or Womankind) want?” His question seems to have a somewhat derogatory connotation.

In a fascinating article (1988), “Freud in Context: What do Men/ Women Want?” Lynn Reiser has suggested that this remark could have been Freud’s rejoinder to a statement he might have read or heard in G. B. Shaw’s 1919 play, Heartbreak House, in which Shaw has Hermione Hushabye’s ask at the end of Act I, “What do men want?” Reiser’s speculation foreshadows what I am saying in this chapter: “Freud’s question, taken as a mirror image of Shaw’s query, suggests a parallel between men’s envy of women and women’s envy of men. Together, the two questions comment on the difficulties and mysteries inherent to the human condition for both sexes” (1988, p. 777).

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Medium 9781855757677

CHAPTER SIX: Psychodynamic coaching in organizations

Ulla Charlotte Beck Karnac Books ePub

Psychodynamic organizational psychology is a branch of the discipline of organizational psychology. At the same time, psychodynamic organizational psychology also includes elements from many psychodynamic branches of other disciplines in psychology, and these are the psychology of personality, developmental psychology, couple psychology, group psychology, social psychology, and parts of psychopathology. Figure 1 in Chapter One is an attempt to illustrate this, and is also the basis for the structure of this book. This arrangement gives an idea of fractal interrelationships, where the whole is found in the parts and the parts in the whole. Perhaps that is one of the reasons why it is so fascinating to work with psychodynamic organizational psychology. It is extensive, widely embracing, and multi-faceted, as opposed to fragmented and selective. This does not mean it is less deep, however. One could say, on the contrary. There are many specific and in-depth contributions in psychodynamic organizational psychology. When one has to grasp a particular phenomenon in organizational psychology, and is faced in practice with a problem in organizational psychology, the psychody-namic approach is highly suitable. The theory and concepts in themselves carry the inspiration for organizational psychological designs. In my experience, the psychodynamic approach is effective in the sense that with these interpretations at the back of one’s mind, it is possible to create solutions in organizations that can, in fact, promote mental health and sound growth. These solutions can be liberating and release tension, bringing qualitative development in both individuals and systems. The process might be difficult and frustrating, and will call for hard work, because it is difficult to develop oneself, abandoning long-held attitudes and points of view, or relinquishing well-known feelings, accepted facts, and familiar patterns. It can be difficult and painful to have to work at reassessing significant relationships and self-images, because reality does not always fit into our ideal wishes, but causes anxiety instead. Psychodynamic understanding can grasp the complexity and generate lasting solutions. Creating short-term success, euphoria, and enthusiasm does not require in-depth knowledge, only an ability to “sell ideas” and beguile others.

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Medium 9781902375359

Space audit

Trevor Payne Chartridge Books Oxford ePub

CHAPTER 3

Facilities Performance and Service Quality

This chapter will look at the benefits of performance monitoring and tools such as benchmarking. The value of space within the organisation will be discussed along with the methodology for conducting a space audit in order to assess if the space that an organisation occupies is efficiently utilised or if there is unlocked potential to ‘reshuffle the deck’ and use space in a different manner by adopting different work processes and patterns. The latter part of this chapter will concentrate on service quality and how to identify the gaps that may exist between customer perception and expectation.

Facilities services are fairly fluid and because of this a process of constant realignment and performance monitoring is required along with customer feedback to ensure that the service provision mirrors the service requirement. Intangibles are dominant in ‘pure service delivery’ and tangibles are dominant in ‘pure goods’. Goods or tangibles are by and large purchased remote from the provider, often in a retail setting or an environment away from the production area. The intangible nature of services (see Chapter 2), on the other hand, means that the majority of service encounters are conducted ‘in the factory’ with the provider and the purchaser face to face, that is the service is simultaneously produced and consumed during the ‘moment of truth’. This presents a unique set of problems with respect to the monitoring and managing of such ‘moments of truth’. The vast majority of service encounters are based upon performance which is largely dependent on the interpersonal skills and training of the service provider at the point of contact. Effective training and empowerment of front-line staff is therefore essential if they are to produce a steady state or constant level of service and feel confident enough to make what they consider to be the right decision when they are required to do so. The concept of the ‘servicescape’ will reinforce the links between physical and environmental influences and their effect on the outcome of the overall service provision. This concept links intangible elements with tangibles, enabling the service to be developed to take into account the effect of these external influencing factors, or to be tailored to suit a particular environment – to present a feel of the ‘total facilities experience’ (service wrapping).

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Medium 9781576754191

Chapter 5: Six Traps that Undermine Consensus

Larry Dressler Berrett-Koehler Publishers ePub

53

Group facilitation is an art, and facilitating consensus-based decisions is the pinnacle of that art form. It can be one of the most challenging types of decision processes to facilitate—and one of the most rewarding.

The more you facilitate consensus-based processes, the more likely you are to encounter “traps” that have the potential to cause an unnecessary breakdown in the process. Not every consensus process leads to a consensus decision. As described in Chapter 4, there are legitimate reasons consensus is not reached. That said, you must learn to recognize and constructively address disruptive behaviors that undermine the spirit and practice of consensus.

Let’s examine some of the most common traps that have the potential to undermine a consensus process.

54

Occasionally, a group member shows up to a meeting after missing one or more important discussions. This member expects to participate in the decision despite the fact that he or she has not been privy to important facts and perspectives shared at previous meetings. Valuable time can be wasted attempting to bring this person up to speed. Worse still, the individual may take an inflexible stand based on an uninformed premise.

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Medium 9781847770684

Van Gogh

Elizabeth Jennings Carcanet Press Ltd. PDF

He always knows best.

He can tell you why you disliked your father,

He can make your purest motive seem aggressive.

He always knows best.

He can always find words.

While you fumble to feel for your own position

Or stammer out words that are not quite accurate,

He can always find words.

And if you accuse him

He is glad you have lost your temper with him.

He can find the motive, give you a reason

If you accuse him.

And if you covered his mouth with your hand,

Pinned him down to his smooth desk chair,

You would be doing just what he wishes.

His silence would prove that he was right.

Van Gogh

All your best paintings, I have heard, were made

When you were mad. I know you sliced your ear

Off, went insane. Yet only that church in

The Louvre might possibly suggest you had

Something that most men call a mental flaw;

Yet even there’s a woman with a thin

Bonnet and skirts raised from the dusty ground.

Detail you saw, and foolish men suggest

Such probing gazes are a sign of being

A little crazy, not quite balanced, found,

When tested, passionate, too much depressed,

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Medium 9781780491677

Follow-Up of First Case Presented

John Bowlby Karnac Books ePub

Leopolda Pelizzaro

Treatment continued for three more years. What I remember is the effort required to stand up to the terror, the fury, and the great mental suffering which the patient began to present.

The pain was due to loss and the unreal possibility of a total “reconstruction” of her body.

Her very great anger was directed at me. She used to scream at me and at the whole world. She would say things like “You treat me like a skinned horse”. This sentence stuck in my mind because of the vehemence, the despair, and the hatred it expressed. She felt that way, but this had really happened when, as a little girl, the bandages had been removed. The real trauma re-emerged, and the therapist was there to share it. She said this on the strength of the attachment relationship that we had laboriously built up.

One day, after expressing this fury, she burst into tears. That was unforgettable, as well as my own reaction. The patient stood up screaming and crying desperately, then she crouched on the floor. I got up and embraced her, trying to calm her that way rather than through interpretations. I believe my containing her physically, instead of running away, was very therapeutic. For the first time, unlike her parental figures, there was someone who stayed with her, who was not afraid of seeing and hearing a terrified child, “mad with pain”, full of fury that she could at last express and no longer displace on to politics and through terrorist groups.

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Medium 9781780490236

CHAPTER SEVEN. The social psychology of “pseudoscience”: a brief history

Windy Dryden Karnac Books ePub

For separating out the sheep from the goats, one of the key words of the twentieth century has been “scientific”. Scientific practice is good practice, and unscientific practice is bad practice, and psychotherapy has been uneasily aware of this. Psychoanalysis was suspect from the beginning, and more recent therapies have spent a lot of effort in establishing scientific credentials. Ellis presented Rational Psychotherapy as a scientific contrast to psychoanalysis, and at the same time Carl Rogers was attemping to prove scientifically the desirable outcomes possible with person-centred therapy. But why? Why does it matter? What is it about “science” and its condemned shadow “pseudoscience” that has made the words so important? This chapter is about the social and cultural settings of the word “pseudoscience”, an important part of the context that moulded the development of REBT.

Like “paedophile” and “terrorist”, “pseudoscience” has an etymo-logically transparent sense, and during the twentieth century, it was also used with great rhetorical power—in this case to expose publicly a successful activity falsely claiming scientific status. Thus: “The government is using a pseudo-scientific justification of GM to conceal its acquiescence to global, corporate control of key food supplies” (Butterfield, 2004). But from time to time such words have occurred in a more formal, technical sense around a perceived threat to individual and institutional security. It is in the use of “pseudoscience” in these foci of activity that we are interested.

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Medium 9781780647708

3: Seed Growth Rate and Seed-fill Duration: Variation and Regulation

Egli, D.B. CABI PDF

Seed Growth Rate and

Seed-fill Duration: Variation and Regulation

3

The growth of the seed that is harvested for economic yield in grain crops has two components – a rate component and a time component. I defined these in Chapter 2 as the seed growth rate (SGR) and the seed-fill duration (SFD). Variation in final seed size (weight per seed) occurs because seeds grow rapidly or slowly for longer or shorter periods.

We cannot understand the central role of the seed in the yield production process without a thorough evaluation of genetic and environmental variation in

SGR and SFD, and the plant processes responsible for this variation. This evaluation will prepare us for Chapters 4 and 5, where we will consider the role of the seed in the production of yield.

The SGR can be measured on a community basis (i.e. total seed growth rate

(TSGR), g m–2 day–1), where it represents the average of all seeds in the community, or it can be determined for an individual seed (i.e. mg seed–1 d–1). Total seed growth rate is more complex than individual SGR, because estimates at the community level include potential effects of plant characteristics and productivity of the environment, as well as the characteristics of the individual seed. Estimates at the individual seed level are devoid of most of these influences and reflect only the basic characteristics of the seed. For example, the TSGR is affected by species

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Medium 9781576754382

4. Learning to Organize

Rinku Sen Berrett-Koehler Publishers ePub

69

By the time Mamdouh was wrapping up his work at the Immigrant Workers’ Assistance Alliance, he was beginning to see that restaurant workers needed political power far more than temporary relief. Hotel Employees and Restaurant Employees Local 100 decided to help start a new organization to support the thousands of restaurant workers who faced daily exploitation. Local 100 couldn’t invest any money, but it could offer advice and office space for a few months. It was clear that the Windows workers, especially Mamdouh, had the leadership instincts, networks, and industry knowledge necessary to build a permanent organization, but they would need an experienced organizer to facilitate the process. The union had heard of the work of a promising young Indian American woman, and one of the organizers left her a voicemail message in early October.

Saru Jayaraman, then twenty-six, was a first-generation Indian American who had grown up in a working-class suburb outside Los Angeles. Her computer technician father, unable to find work that matched his skills in India, had emigrated to Rochester, New York, in 1973. Saru’s mother and elder sister had followed a year later, and Saru was born soon after the family’s reunion. When she was in sixth grade, the family moved to Whittier, a small city southeast of Los Angeles. During most of her childhood, Saru’s father earned a good salary working as contractor for Honda, but the job had no security. He was laid off when she started college and had been mostly underemployed ever since. Saru’s mother worked as a part-time school aide and was the couple’s chief source of income. Saru’s most dramatic feature was a pair of large, perfectly almond-shaped light brown eyes. Her otherwise delicate jawline thrust out slightly, hinting at her strong will. She was the family rebel, but was also a family leader, regularly gathering everyone up to teach them something, usually a handicraft she herself had just learned.

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Medium 9781576336434

Prefixes: J-Z: GED Word Roots

Ace Academics Ace Academics ePub
Medium 9781475811582

Leadership for Bilingual Education: Reflections on Social Justice

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

ELSY FIERRO
MARIELA A. RODRÍGUEZ

ABSTRACT: The role of administrator preparation programs should be one of creating the conscientization (Freire, 2000) of aspiring administrators. Administrator preparation programs with a social justice perspective support and agitate aspiring administrators to act and address equity issues affecting all of those involved in the school learning community (Cambron-McCabe & McCarthy, 2005; Marshall, 2004). Conscientization leading to action is a key component in preparing school leaders to embody a social justice philosophy. The types of activities required of aspiring school administrators within the two courses described here encourage aspiring administrators to reflect and act on the social, economic, and educational inequities perpetuated in schools. This article describes assignments required within educational leadership preparation programs in two Hispanic-serving institutions in the Southwest. The purpose of each assignment is presented, followed by process, implications for social justice, and recommendations to enhance the projects.

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Medium 9781475811940

Gauging Ethical Deficits in Leadership and Student Discipline: An Analysis of Fourth Amendment Case Law

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

MARIO S. TORRES, JR.

ABSTRACT: Recent studies of school discipline (Skiba, Michael, Nardo, & Peterson, 2002; see also, NAACP Legal Defense and Education Fund, n.d.) have called for greater scrutiny over treatment of students in varying demographic contexts. Minimal research, however, has grappled with the ethics of disciplinary practices using legal data. Utilizing information collected from Fourth Amendment case law since the landmark New Jersey v. T.L.O. decision (1985), this study examined the ethical dimensions of student searches through the ethical lenses of justice, caring, critique, and the profession. A multiple logistic regression was employed to gauge the impact of demographic factors on aspects relative to the search including the type of search (e.g., locker), number of search actions (e.g., the extensiveness of the search), and whether the evidence recovered in the search was reported to the police. Findings suggest the application of searches is strongly influenced by school size, school minority population, and poverty level, whereas the likelihood evidence recovered during a search is handed to police for criminal prosecution is greater in larger schools and schools situated in high minority communities. The findings together allude to ethical lapses among school personnel in the realms of caring, critique, and the profession. Implications for ethical leadership are addressed.

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Medium 9781780648200

18: Volatile Organic Compounds in Integrated Pest Management of Brassica Oilseed Crops

Reddy, G.V.P. CABI PDF

18

Volatile Organic Compounds in Integrated Pest Management of Brassica Oilseed Crops

Sari J. Himanen1, Tao Li2, James D. Blande3 and Jarmo K. Holopainen3*

1

Natural Resources Institute Finland (Luke), Mikkeli, Finland; 2University of Copenhagen, Copenhagen, Denmark; 3University of Eastern Finland,

Kuopio, Finland

18.1  Introduction

All plants emit volatile organic compounds (VOCs), which have high vapour pressures that enable their evaporation into the surrounding air and can be perceived by other organisms in the environment, such as insects (Bruce et  al., 2005). Understanding the roles of VOCs in mediating insect behaviour potentiates the use and development of VOC-based crop protection strategies. Oilseed brassicas have a specialized secondary chemistry characterized by glucosinolates, which are degraded upon tissue damage into products that include volatile compounds

(Halkier and Gershenzon, 2006). Together with terpenoids and other VOCs, these compounds serve as signals to various Brassica-feeding arthropods and their natural enemies. Herbivores themselves also emit VOCs for intraspecific communication, such as aggregation, alarm and sex pheromones, and synthetic analogues can be used in pheromone traps

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Medium 9781936764990

PART VIII Reading Assessment

Timothy V Rasinski Solution Tree Press ePub

PART VIII

Reading Assessment

Assessment in reading may not be the most glamorous of topics. Few people are fond of taking or administering tests or analyzing test results. In fact, for many years, schools did not take advantage of the data they had accumulated through student assessment. Since the early 2000s, however, we have learned the importance of assessment and the fruits of analyzing data for insights into how to improve instruction. Assessment, in our opinion, is best employed in formative ways. We can use assessment to diagnose the source of reading difficulties that some students may experience. We can also use assessment to monitor students’ progress in reading. We cannot know if our instruction is having the desired effects unless we periodically assess the gains students made in the various reading competencies described in previous parts. Granted, we tend to assess our students too much and too often. However, targeted assessment used sparingly, intentionally, and wisely can definitely improve reading outcomes for our students.

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