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Medium 9781628870275

3. The Best Neighborhood Walks: Chinatown, Russian Hill/North Beach, Pacific Heights/Cow Hollow, The Marina, Japantown, The Mission & The Castro

Erika Lenkert FrommerMedia ePub
Teeming with vibrant colors, exotic grocers, and surprising alleyways, Chinatown is endlessly fascinating. Its first residents arrived in the 1800s to work as servants; many more came during the gold rush, fleeing war and famine at home. By 1851, 25,000 Chinese were working in California, most of them living in SF’s Chinatown. But life was tough. First employed in the gold mines and later on the railroads, Chinese laborers were essentially indentured servants who faced constant prejudice. The 1906 earthquake and fire destroyed much of Chinatown, and Chinese refugees swamped relief camps outside the city center. An effort by city officials to permanently relocate them failed, and Chinatown continued to grow and thrive, in part because Chinese people were not allowed to buy homes elsewhere until 1950. Today, it remains a complete community where residents shop, socialize, attend school, exercise, worship, and play. START: Bush and Grant streets. Bus: 2, 3, 4, 15, 30, or 45 to BART/Muni at Montgomery Street. See All Chapters
Medium 9781855757677


Beck, Ulla Charlotte Karnac Books ePub
Medium 9781847770684


Elizabeth Jennings Carcanet Press Ltd. PDF


We nailed the hands long ago,

Wove the thorns, took up the scourge and shouted

For excitement’s sake, we stood at the dusty edge

Of the pebbled path and watched the extreme of pain.

But one or two prayed, one or two

Were silent, shocked, stood back

And remembered remnants of words, a new vision.

The cross is up with its crying victim, the clouds

Cover the sun, we learn a new way to lose

What we did not know we had

Until this bleak and sacrificial day,

Until we turned from our bad

Past and knelt and cried out our dismay,

The dice still clicking, the voices dying away.

The Advance of Spring

Here’s the advance of Spring,

Here is the overture

Before the first birds wring

The clouds and sky out and

Show a new, washed world

When Winter has its end.

Spring is always new

For me, a great before

For Summer. It is true

That each Spring has a way

Of challenging me to

Be innovatory

In words, in music. Hear,

Was that the cuckoo? No,

But soon upon my ear

The music of all birds

Will beat and I shall know

New images, new words.

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Medium 9781945349249

Chapter 11: Empowering Curriculum: How to Incorporate Student Values Into Your Course Content

Lauren Porosoff Solution Tree Press ePub


Chapter 11

• • • • •


How to Incorporate Student Values Into Your Course Content

Academic tasks can become opportunities for students to discover, develop, and act in accordance with their own values. How can your course itself empower your students to make their lives meaningful?

Consider the fact that most actions have multiple purposes. Imagine a dad making grilled chicken for his children’s dinner. Maybe he wants his children to eat something rich in protein, and they like chicken. Maybe he hates shopping, and he already has chicken in the fridge. Maybe he also has summer tomatoes on hand, and they’d taste delicious with grilled chicken. Maybe he likes being outside in the warm weather, and he can grill outside. Maybe he’s tired today, and grilled chicken doesn’t produce a big mess to clean up. The dad might grill chicken to serve all of these purposes.

Similarly, the tasks we give our students serve multiple purposes. A Spanish teacher who has her eighth graders form pairs and discuss their plans for the upcoming weekend might have many purposes in mind. She wants her students to practice conversational Spanish. She wants to see how well they use the future tense. Some of her students will be performing in a jazz concert this weekend, and she wants to give them an opportunity to tell their peers about it. She thinks students learn best from each other and that partner work makes off-task behavior less likely. Finally, she thinks her principal will drop by her classroom today, and her principal is a big proponent of partner work.

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Medium 9781855756441

11 Work discussion: implications for research and policy

Karnac Books ePub

Michael Rustin

The method of work discussion is highly particular—it depends on a single individual practitioner observing himself or herself while actively involved in a work situation and reflecting on the implications of what is being seen and experienced. A work discussion seminar supervises and reflects on each member’s observations and reports, and in that way there is a sharing of knowledge and understanding between practitioners whose work situations will usually have something in common. Nevertheless, it is the individual’s experience of a situation that is the focus of exploration according to this method.

Work discussion, since its inception, has had two major purposes. The first of these, which it shares with the method of infant observation, is educational and formative. It is intended, like infant observation from whose procedures it derives to a substantial degree, to enhance the psychoanalytic understanding and capacities of those who undertake it, outside or prior to their use by the learner/practitioner in a clinical context. Its usual participants are students engaged in work in educational, health, or care settings who are invited to conduct “participant observations” in their places of work and reflect on them in small seminars originally modelled on those that take place in infant observation programmes. The similarities lie in the method of presentation of detailed observational reports followed by supervisory and peer discussion, in the small scale of the activity (ideally five or so seminar members in a group, permitting two presentations per student in each term), and in its continuity of experience (with participant observations preferably continuing for a year or more). This method has been found to provide an opportunity to observe, reflect on, and learn about the emotional and unconscious aspects of work in these settings, which no other activity comparably provides. This has been a context in which some of the most valuable of contemporary psychoanalytic ideas could be learned in their use, and in their relation to experience, rather than merely “learned about” as abstract concepts. Such complex ideas as those of the relations of containment, the mechanisms of splitting and projective identification, “attacks on linking” (Bion, 1959) and on thought, and the varieties of defences against unconscious anxieties have, through this form of learning, become resources for understanding the dynamics of work-settings where human relationships are central. Just as with infant observation, it is found that a combination of the experience-based learning of work discussion, with some parallel learning of relevant psychoanalytic concepts and theories, enables students to find meaning in emotional and unconscious aspects of their experience and to achieve significant development in their capacity for thoughtful practice. In some educational programmes infant observation, and work discussion, and sometimes young child observation too have been undertaken in parallel, together with a course in psychoanalytic theory. The different balance between reflection and activity called for by these settings is often helpful to the learning process.1

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Medium 9781576754252

Principle 2 Control What You Can, Let Go What You Can’t

Weisbord, Marvin R. Berrett-Koehler Publishers ePub

Quiz for Ourselves

Q: What would you like to control?

A: People’s behavior, commitment, motivation, and outcomes.

Q: What can you control?

A: Structure.

Q: Anything else?

A: Our own behavior.

Q: What have you let go of?

A: Controlling others’ behavior, commitment, motivation, and outcomes.

Q: Why?

A: We can’t do it, and we get better results by not trying.

It was the late Eric Trist, a founder of London’s Tavistock Institute of Human Relations, who went down into a South Yorkshire coal mine in the late 1940s and came up “a changed man.” He had seen a work system until then considered implausible. The miners and management had collaborated to create multiskilled self-managing teams that planned and controlled their own work. The teams had higher output, less downtime, fewer accidents, and less absenteeism than anybody had believed possible. They had read no management books, taken no personality tests, attended no problem-solving courses, and heard no motivational speakers. They invented a highly productive work system using knowledge and experience they already had.

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Medium 9781780491523

Chapter Six - Drug Dreams as Prognostic Indicator

Colace, Claudio Karnac Books ePub

Authors have long attempted to establish whether drug dreams might have some prognostic value in the treatment of drug-addicted patients. However, nowadays, the results emerging from literature are conflicting in this regard (e.g., for a review, see Beaman, 2002; Christo & Franey, 1996; Steinig, Foraita, Happe, & Heinze, 2011) (see Table 9). Even recently, Steinig, Foraita, Happe, and Heinze (2011) have suggested that there is no clear guidance as to the prognostic value of these dreams, and for alcoholics they claim that:

more studies with larger samples are needed to further investigate the relationship between dreams of alcohol-dependent patients…to investigate whether dreaming of alcohol can indeed be seen as a good prognostic factor and prevent possible relapse. (p. 147)

The literature on the prognostic value of drug dreams

Some authors have noticed that drug-addicted patients who have drug dreams are more likely to remain abstinent than those who have no such dreams.

For example, Choi (1973) noted that the alcoholics who are able to satisfy their need to drink alcohol in dreams are able to stay abstinent for longer periods of time compared to alcoholics who do not have drinking dreams; thus, these dreams were considered as a good prognostic sign in the treatment of alcoholics.

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Medium 9780253020840

2. Introduction to Mammals

Darin A. Croft Indiana University Press ePub

IF YOU HAVE TAKEN A BIOLOGY CLASS, YOU ARE PROBABLY ALREADY familiar with the seven main ranks in the hierarchical classification of life: kingdom, phylum, class, order, family, genus, and species. Many other ranks fall in between these main ranks, most formed by adding a prefix to indicate whether it is slightly more inclusive (higher in the hierarchy) or less inclusive (lower in the hierarchy). For example, a subclass is below a class, and a superorder is above an order. This book will focus on the class Mammalia (mammals) but will also discuss members of a few other classes. Within Mammalia, the most important ranks are orders and families. Orders are the “main types” of mammals, such as rodents, primates, and bats. Families are the primary subdivisions of orders and often correspond to familiar groupings. For example, cats (family Felidae), dogs (family Canidae), and bears (family Ursidae) are a few of the families that comprise the order Carnivora. Similarly, deer (family Cervidae), antelope (family Bovidae), and hippos (family Hippopotamidae) are a few of the families that comprise the order Artiodactyla. In mammals, family names usually end in the suffix -idae.

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Medium 9781567264616

Chapter Seven: Improving Your Performance

Liff, Stewart Berrett-Koehler Publishers ePub

It’s one thing to manage your performance and quite another thing to improve it. We will explore how to do that in a logical, systematic, and integrated manner.

Ultimately, the bottom line for everyone in government is performance. To a large extent, if your performance is good, you will succeed, and if your performance is bad, you will be in trouble. Good performance does not insulate you from all problems. If you sexually harass employees, retaliate against someone for being a whistleblower, or misuse government funds, you can expect there to be consequences, and they can be severe. However, if you behave appropriately and play by the rules, the key to having a stellar government career, whether you are a manager or not, is to perform well.

Since this is a management book, I will concentrate on how to achieve excellent group performance, which is one of the toughest things to accomplish. I will focus on the key components of a successful performance management program and show you how to both implement and maintain one.

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Medium 9780253000811

2. Enterprising Strangers

Bruce Whitehouse Indiana University Press ePub



From the beginning of my Brazzaville research, I tried to understand why West Africans went there at such expense and often physical risk. What was the city's attraction to them? Answers were unsatisfying, and migrants’ life histories rarely seemed to indicate a compelling reason for them to have come to that particular place. My elderly friend and informant, Vieux Diallo, for example, who had left Mali upon independence in 1960, never could or would explain to me precisely what had brought him to Brazzaville in the first place. If socialism was truly the reason why he left Mali, as he claimed, why come to Congo, which, at the time Diallo arrived there, was officially known as the People's Republic of Congo, with a government espousing a stricter approach to socialism than Mali had ever known? Why not stay in Abidjan? Why not go to Gabon?

To listen to Diallo and most other West African informants narrate their life histories, their presence in Brazzaville appeared to be the outcome of a series of random encounters, not carefully planned strategies. They knew little about the place before arriving there. Some knew of friends or relatives in the city with whom they might seek employment, but many others did not. Brazzaville was somewhere they had simply ended up, and their specific destination was less important than the fact of l'aventure—a term literally meaning “adventure” but used in French-speaking Africa for the experience of going abroad to seek one's fortune. For aventuriers (young men undertaking l'aventure) the crucial thing was to leave home; the destination was secondary. A term that regularly cropped up in their parlance was yaala, which, in Bamanan, roughly means “wandering about.”1 I once asked a Malian aventurier making a living pushing a handcart on Poto-Poto's rutted streets why he had not stayed in his home country to do that kind of work. “Yaala tè?” he replied with nonchalance. “Isn't it for wandering?”

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Medium 9781782201502

Chapter Seven: Killing (or not Killing) the King

Shengold, Leonard Karnac Books ePub

One of the roots of the sadistic instinct would seem to lie in the encouragement of sexual excitation by muscular activity. In many people the infantile connection between romping and sexual excitation is among the determinants of the direction subsequently taken by their sexual instinct. [There is no] doubt as to the sexual nature of pleasure in movement. Modern education, as we know, makes great use of games in order to divert young people from sexual activity. It would be more correct to say that in these young people it replaces sexual enjoyment by pleasure in movement—and forces sexual activity back to one of its auto-erotic components

—S. Freud, Three Essays on the Theory of Sexuality, 1905d

The chess board is the world; the pieces are the phenomena of the universe; the rules of the game are what we call the laws of Nature.

—T. H. Huxley, A Liberal Education, 1868

Many writers have observed that the rulers’ and the ruling classes’ policy of fostering their subjects’ viewing of and participation in sports has been one of the main ways of controlling them and avoiding revolutions. Intensities about sports have diverted and reduced rebellious and potentially violent, hostile passions throughout history, passions that might otherwise have been aimed at authorities.

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Medium 9781943874026

Chapter 4 Experimenting With Different Discussion Formats and Strategies

Sandi Novak Solution Tree Press ePub

Discussion with other kids helps motivate me. If you have a teacher standing in front asking questions, most kids aren’t going to raise their hands and think. But when you are in a group discussion, you have to say something—you get your ideas out.

—AUSTIN, grade 9

You’re inspired to jump in and begin your journey by providing the conditions, time, and space for student-led discussions that you read about in chapter 3 (page 43). You know the recipe and ingredients to invigorate student learning through dialogue among students using the framework chapter 2 (page 15) describes. You can take the next step by putting those elements together along with a discussion format that fits with what you are already doing in your classroom. In this chapter, we offer a variety of discussion formats teachers can incorporate into their lessons. Consider the following example as a way to include different structures to help students understand content.

A class may begin with a think-pair-share about a question related to the learning target that sparks student thinking and creates additional questions as well as answers. This format allows a student to think about a topic individually before they pair with a partner and discuss what each person is thinking. Then, they pair with a partner and discuss what each person is thinking. Finally, the teachers ask student pairs to share their ideas with other students in the class. After generating interest, the teacher delivers explicit instruction with modeling in a focus lesson and may use a shared reading, video, or audio clip to provide background knowledge while further stimulating student interest in the topic.

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Medium 9781576759455

Chapter 4: Finding, Attracting, And Selecting The Best Hispanic Candidates

Nevaer, Louis Berrett-Koehler Publishers ePub

There are differences between salaried and nonsalaried positions in the American workplace. Salaried employees, almost always, have continued their education beyond high school. This higher education attainment level equips them with certain professional and social skill sets that allow them to exercise greater judgment in fulfilling their responsibilities to their employers, require less supervision, and manage their time and workload with a greater degree of independence. Nonsalaried workers, by comparison, have their time more closely monitored, simply because they are entitled to overtime pay as provided by law, their responsibilities are more clearly defined, and they are expected to exercise less discretion in how they perform their duties.

There are legal distinctions between the two categories of employees. The Fair Labor Standards Act of 1938, or FLSA, defines employees paid by the hour (nonsalaried workers) as “nonexempt” workers who are covered by the FLSA legislation and rules. Salaried workers, “exempt” employees, on the other hand, are not covered by the FLSA. The FLSA remains the principal legal framework for protecting the wages and rights of employees. It is, in legal terms, the difference between what we commonly refer to as “blue” and “white” collar work, the broader socioeconomic framework that differentiates “Latinos” from “Hispanics.” Most Latino and Latin employees in the American workforce are nonexempt employees, paid by the hour, entitled to overtime pay and whose working conditions are covered by the FLSA, and oftentimes are also represented by unions.

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Medium 9780874256093


Bruce Tulgan HRD Press, Inc. PDF


1. Know in advance your own desired terms (what you will ask for) and your own bottom line (the least favorable terms you are willing to accept).

2. Make sure you are talking to the person with the power to make the decision involved or at least influence the decision; otherwise you will be wasting your time.

3. Move the conversation to specific terms—time, place, and money.

4. State your desired terms, and then shut up. Stop talking. Be patient. Sit through the uncomfortable silence. Somebody has to talk first. The person who does is very likely to try to move toward the other person’s negotiating position.

So wait for your customer to say something.

That something may be “Yes,” or “No way,” or

“Maybe.” You won’t know which unless you listen carefully.

5. Stop and think about your response. If the customer has said, “Yes,” then you just closed the deal. If customer has said, “Maybe,” or has equivocated in any way, simply repeat your desired terms and shut up again. Keep doing this until you get to “Yes” or “No way.” If the decision is “No way,” go straight to the next step.

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Medium 9781574412420


Richard Carr University of North Texas Press PDF

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