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This document discusses the relationship between giftedness and several psychological conditions including ADHD, narcissism, obsessive-compulsive disorder, and antisocial behavior. It provides the DSM criteria for some of these conditions and notes areas of overlap as well as ways to differentiate them from giftedness. Specifically, it notes that gifted individuals may display some similar traits as those with conditions like OCD but the level of impairment is usually different and their behaviors are often directed towards a positive end rather than being unproductive or self-critical.
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Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.premiumessays.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
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UVA-OB-0744 This technical note was adapted by Pro.docx
This document provides an overview of factors that influence human behavior and motivation. It discusses:
1) Early childhood experiences shape our sense of self and security through answering fundamental questions about being cared for. Negative experiences can leave "holes" that people spend their lives trying to fill.
2) Our genetic makeup and innate tendencies also influence our behavior. As we age, our personality traits solidify based on our nature and nurture.
3) Leaders need to understand what motivates people in order to effectively influence them, beyond just giving commands. A deeper understanding of human behavior provides more leadership tools.
UVA-OB-0744 This technical note was adapted by Pro.docx
UVA-OB-0744
This technical note was adapted by Professor James G. Clawson from his earlier note, UVA-OB-0183. Copyright 2001
by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send
an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system,
used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or
otherwise—without the permission of the Darden School Foundation. ◊
A LEADER’S GUIDE TO WHY PEOPLE BEHAVE THE WAY THEY DO
To be autonomous means to act in accord with one’s self—it means feeling free and
volitional in one’s actions. When autonomous, people are fully willing to do what
they are doing, and they embrace the activity with a sense of interest and
commitment. Their actions emanate from their true sense of self, so they are being
authentic. In contrast, to be controlled means to act because one is being pressured.
When controlled, people act without a sense of personal endorsement. Their
behavior is not an expression of the self, for the self has been subjugated to the
controls. In this condition, people can reasonably be described as alienated.
—Edward Deci, Why We Do What We Do
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perhaps you have been trying to get a subordinate to do something at work, and no matter what you
do, she just won’t respond. On the other hand, maybe your boss has been asking you to do
something, and you resist. If you’ve ever asked yourself as a leader or a colleague, “Now why did
he do that?” you’ve wrestled with this problem. At home, at work, or at play, you have no doubt
observed people doing things that were, to you, unexpected or unusual. You may have seen two
people in very similar situations respond in very different ways. All of these incidents raise the
question, for leaders, of why people behave the way they do. This is a very complex subject about
which volumes have been and continue to be written. This chapter will introduce some
fundamentals about what motivates people, suggest under what conditions they will give their best
efforts, and then offer a summary framework that has proven pragmatic and powerful for leaders in a
variety of situations.
Some people resist this conversation by saying that you are being asked to be psychologists
rather than leaders. There is a difference. Both leaders and psychologists have to know something
about human behavior, and both are encouraging change. Leaders who resist understanding human
behavior focus at a very superficial level and simply command, “Do this!” or “Do that!”—cl ...
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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