Problem solving requires empathy and understanding different perspectives. It is difficult to solve problems that do not directly affect people. Developing empathy allows people to care about issues outside their own experiences. Effective problem solving involves educating others on how problems interconnect and their solutions can benefit everyone.
PPT on Cutting Edge Technology Demonstration in NursingArchanaSelvan
Cutting Edge Technology is the need of hour to modern nursing for promoting comfort of patient and reducing time and energy of nurses - the health care provider in all setting.
PPT on Cutting Edge Technology Demonstration in NursingArchanaSelvan
Cutting Edge Technology is the need of hour to modern nursing for promoting comfort of patient and reducing time and energy of nurses - the health care provider in all setting.
February 2011 Vol. 32 no. 1 www.learningforward.org JsD 57ChereCheek752
February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57
g
eoffrey Canada said in a recent
presentation, “Education is the
only business I know of where
you can change anything you want, as
long as you change nothing” (2010).
After so much debate and so many
policies, why is our education system
still failing so many of our children?
What are we either missing or
pretending not to know?
Reforms only work when people
who implement them are on board,
engaged, and valued. What gets talked
about from the boardroom to the
classroom, how it gets talked about, and
who is invited to join the conversation
determines what will happen or won’t.
Are the driving conversations
dividing or connecting stakeholders?
Are they catalysts for change and
accountability, or are they further
entrenching people in fear and blame?
Is mandating accountability preventing
us from hearing and seeing the
competing truths that exist about our
students, classrooms, and schools?
Amid the spinning wheels of
education reform, an essential
component seems to be missing:
conversations that speak directly to the
heart of the issue, engage people’s
curiosity to uncover the truth, galvanize
people, and create collective
responsibility.
Leadership that attempts to create
accountability with top-down
mandates, rather than by engaging and
connecting people, leads to or
exacerbates a culture of blame and
excuses. Mandating accountability,
while it may sound effective, simply
doesn’t work. Why? Because most often
in practice this approach is fueled by
the same thing victimhood is fueled by
— blame. And as long as that’s the case,
there’s no time, energy, or vision left to
create real solutions.
A NeW VIeW OF AccOuNTABILITY
The long-term benefits of
accountability have enormous
implications for the quality of our lives
and of our education system. There is a
direct correlation between any
organization’s health and the degree of
accountability displayed by its
employees, top to bottom.
Accountability is an attitude, a
personal, private, and nonnegotiable
choice about how to live one’s life. It’s a
desire to take responsibility for results,
and for that reason, it cannot be
mandated. It requires a personal bias
toward solutions, toward action.
Rather than hold people
accountable, hold them
“able.” Rather than equate
the word accountability
with culpability, begin with
yourself and model the kind
of accountability that is
empowering. Accountability
has to come from within.
Model it and show people how
accountability benefits them. When it’s
clear how accountability benefits
someone, accountability becomes an
internal drive.
While we don’t always have a choice
about the situation in which we find
ourselves, we do have a choice about
how we view or judge it. Consider
shifting your perspective from ‘Since
this is a tough situation, I can’t do it,
I’m not willing to muster the courage,
will, skill, energy, focus, needed to do
or say what needs doing,’ to taking the
stance that ...
February 2011 Vol. 32 no. 1 www.learningforward.org JsD 57ChereCheek752
February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57
g
eoffrey Canada said in a recent
presentation, “Education is the
only business I know of where
you can change anything you want, as
long as you change nothing” (2010).
After so much debate and so many
policies, why is our education system
still failing so many of our children?
What are we either missing or
pretending not to know?
Reforms only work when people
who implement them are on board,
engaged, and valued. What gets talked
about from the boardroom to the
classroom, how it gets talked about, and
who is invited to join the conversation
determines what will happen or won’t.
Are the driving conversations
dividing or connecting stakeholders?
Are they catalysts for change and
accountability, or are they further
entrenching people in fear and blame?
Is mandating accountability preventing
us from hearing and seeing the
competing truths that exist about our
students, classrooms, and schools?
Amid the spinning wheels of
education reform, an essential
component seems to be missing:
conversations that speak directly to the
heart of the issue, engage people’s
curiosity to uncover the truth, galvanize
people, and create collective
responsibility.
Leadership that attempts to create
accountability with top-down
mandates, rather than by engaging and
connecting people, leads to or
exacerbates a culture of blame and
excuses. Mandating accountability,
while it may sound effective, simply
doesn’t work. Why? Because most often
in practice this approach is fueled by
the same thing victimhood is fueled by
— blame. And as long as that’s the case,
there’s no time, energy, or vision left to
create real solutions.
A NeW VIeW OF AccOuNTABILITY
The long-term benefits of
accountability have enormous
implications for the quality of our lives
and of our education system. There is a
direct correlation between any
organization’s health and the degree of
accountability displayed by its
employees, top to bottom.
Accountability is an attitude, a
personal, private, and nonnegotiable
choice about how to live one’s life. It’s a
desire to take responsibility for results,
and for that reason, it cannot be
mandated. It requires a personal bias
toward solutions, toward action.
Rather than hold people
accountable, hold them
“able.” Rather than equate
the word accountability
with culpability, begin with
yourself and model the kind
of accountability that is
empowering. Accountability
has to come from within.
Model it and show people how
accountability benefits them. When it’s
clear how accountability benefits
someone, accountability becomes an
internal drive.
While we don’t always have a choice
about the situation in which we find
ourselves, we do have a choice about
how we view or judge it. Consider
shifting your perspective from ‘Since
this is a tough situation, I can’t do it,
I’m not willing to muster the courage,
will, skill, energy, focus, needed to do
or say what needs doing,’ to taking the
stance that ...
Change Management: Leadership Expectations & Implementation of New Tech Tools whipplehill
Presenter: Michael Fedder
This session will look at the human side of change, why we resist change and what school leaders can do to increase the likelihood of successful change implementation.
Justyn Knox, M.Ed., NBCT
K-12 Social Studies Education Consultant
Division of Curriculum and Instruction
North Carolina Department of Public Instruction
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The role of empathy in problem solving by Dean Berry
1. The Role of Empathy in Problem
Solving: Walk a Mile in My Shoes
By
Dean Berry, Ed. D.
www.commoncorecurriculum.info
2. Problem Solving Prerequisites
• Solving problems requires our attention and effort. If we have a stake in
finding a solution, we are generally more interested in spending the
time, energy, and resources to get the job done.
• What happens when people feel like the problem
belongs to someone else but has little or no impact
on them personally? For example, the family that has plenty of
money and eats great dinners every night is asked to help solve the
problem of hunger in America. How does this make the
problem of hunger more difficult to solve?
3. Meet in Small Groups
• Identify some conditions in our world or country that
need to be improved?
• Select and discuss three of these issues.
• Write a clear problem statement for one of the issues
that you have identified.
• Share you problem statement with the class.
4. Does anybody really care about
solving the problem you identified?
• How do we get other people to care about solving
important problems that do not affect them directly?
• Can people learn to care more about their
neighbors?
• What might be done to get people to become more
aware of how people in a community are
interconnected?
• How is our world interconnected?
5. Is it possible to know how another
person feels? How can you find out
how another person feels?
6. Empathy is the term that can be used to
explain an individual’s ability to know how
someone else feels.
7. We can offer comparisons or analogies to
improve empathy. Would a bully listen to the
message in this cartoon? Why? Why not?
8. How much we really care about others can be
measured on a continuum from no empathy to
complete empathy for others. Different people
experience empathy to different degrees and levels.
9. Some people care a lot about improving our public
schools. If they are served by a school that is old and
dilapidated and has to use substitute teachers frequently
because the school is unable to attract qualified
teachers, they are likely to be very adamant about
wanting the problem of poor schools to be solved.
10. Many people who understand how students and parents feel
about wanting better schools are also supportive of efforts
to solve the problem of improving our public schools. They
are supportive because they have the ability to “walk a mile
in their shoes”. But other people do not always have this
ability to care about other people’s issues.
11. Where does the ability to empathize with other
people’s problems come from?
Meet in small groups and discuss the following questions.
• 1. Why do you think that the ability to care about
somebody else’s problems develops in some
personalities but not others?
• 2. Does the social and psychological environment that
individuals grow up in have an impact on the
development of empathy? Explain
12. Social scientists know that when people seem not
to care very much about a problem that plagues
others far more than it affects them, they tend to
ignore serious efforts to solve the problem.
13. American schools are ranked far lower that many schools in
countries through out the world even though we are one of the
wealthiest countries in the world.
Raise your hand if you believe that we could have better
schools.
Why do you think it is possible for America to have
better schools?
If it is possible, what keeps us from solving the problem?
14. Perceptions and Priorities
People are not very good problem solvers when they do not
view themselves as stakeholders. They are even less
interested in solving a problem when they are unable to
perceive and feel the frustration of those who will benefit
the most from solving the problem.
15. Having empathy for other people’s issues enables us to be
far better problem solvers. If too few people care enough
about a problem that affects the community, the problem
will not be solved. However, many people will complain
about the problem year after year, and yet, the problem
will remain unfixed.
16. Meet in Small Groups and Discuss
What could be done to get our country,
our state, and our community to care
enough about our schools to make
significant improvements to the quality
of education for all students?
List and discuss three important steps
that might motivate people to take
action on this problem.
17. Report Back to the Class
•Share your groups ideas about this issue.
•Which ideas might result in the best
solutions? Why?
•Take Notes and Prepare to Write
18. Quick Write
Write a paragraph with a minimum of five
sentences discussing the best ways to get
people to support major improvements in our
schools across the state. Identify a strategy
that could be used to motivate citizens to
support our schools.
19. In order to become effective problem solvers, it is
important to understand the complexity of the
problem and the consequences of the solutions.
For example, many people who are not directly affected by
the prospect of improving public schools tend to view the
problem in simplistic fashion. They realize that students
might benefit from some changes or modifications in public
education. However, they often fail to understand how
solving educational problems also improves our economy
and raises our standard of living which provides direct
benefits to all Americans.
20. In a society where some people lack the empathy to want
to help fix someone else’s problem, it becomes necessary
to educate them about how the solutions to the problem
will provide positive consequences for everyone’s benefit.
Effective problem solving requires teaching others how to
see all of the potential consequences, good and bad, of
solving community problems together.
21. Problem solving requires some people to step up and provide leadership by
taking a proactive approach to getting apathetic members of the community to
see how they will benefit from finding solutions to the problem. Since some
people lack the empathy to identify with other people’s issues, those problem
solvers who are motivated must offer the leadership to demonstrate to the
entire community how everyone will benefit to some degree by solving a
community problem.
23. Prepare to practice listening skills.
• The next slide will ask you to meet in groups and
address a question.
• As you participate, remember to ask clarifying questions
as ideas and examples are discussed by other group
members. Questions such as, “What do you mean by
that?”, “Can you explain that further”?, “Can you give us
an example?”
• Also, try to add to (piggyback) someone else’s idea by
giving them credit for their idea and then adding to it
with your suggestion.
24. Meet in Small Groups
• Discuss why you think “Walking a Mile in
Someone’s Shoes” is important when dealing with
certain issues and problems.
• Create several examples of situations that are
easier to discuss with people who have walked a
mile in your shoes.
• Prepare to share your ideas with the class.
25. Do you agree that people should be judged by their
present not their past? Why?
Are there situations where the past must be
considered to ensure public safety?
26. Do you agree with this statement? Why?
Are there situations where society needs to judge
someone’s path regardless of this statement?
28. Why do you think this is important?
Why do you think that some people
still ignore this advice?
29. Sometimes problems seem baffling. Why would a country that has
great wealth allow so many children to live in poverty during their
entire childhood? Why do you think that is the case?
30. Children and the elderly are the ones
that are most often going to bed at
night without eating.
31. If not enough people care about a problem, the
problem doesn’t get solved. Are most people just
cold and inconsiderate or do they not see the
negative consequences of poverty often enough to
develop a caring attitude? What do you think?
32. Examine the graph.
Has rural poverty increased or decreased since
2007?
Which group had the highest rate of poverty in
2014?
33. Serious poverty has existed in America for many
years. Do you think that will ever change? How?
34. Other issues such as improving
education and decreasing unemployment
contribute to the problem of poverty.
35. Meet in small groups and discuss.
•Should everyone who graduates from high
school be guaranteed a job?
•Should there be a guaranteed minimum
wage for everyone who works?
36. Quick Write
Write a paragraph discussing why
we should or should not guarantee a
job to every high school graduate.
Clearly express you reasons why?
37. Class Discussion
•Who do you think cares the most about
fixing the unemployment problem?
•Do you think that a lack of empathy
makes the problem harder to solve?
38. Is air and water pollution a serious
problem for our country?
Why do you think that more hasn’t been
done to reduce our pollution problems?
39. Where is the highest level of dangerous
pollution found? Who is more likely to
live in the smoggiest areas?
40. What type of health problems will the residents in
this area be at increased risk to develop?
41. In which area of the city would more people be
concerned about reducing air pollution?
42. In order to be better problem solvers, it is
important to develop good listening skills and to
improve our ability to empathize with those who
may be facing serious problems.
The following questions and statements are good
ways to develop empathy for other people’s
concerns.
• What would you like me to know about the issue you are
facing?
• I think I see where you are coming from.
• I understand how frustrating this is for you.
• What can I do to be more helpful?
43. Let’s do a role play. We need three volunteers. One of
you will pretend to be an undocumented immigrant
who is worried about deportation. One of you wants
undocumented immigrants sent back to their home
country. The third volunteer uses the following
questions to help understand how the first volunteer
feels about the issue.
44. The bottom line about problem solving is that most community or
global problems require a cooperative effort in order to agree upon
solutions that serve the greater good. Building empathy and
demonstrating how the majority of people will benefit in the long run
when schools are better or poverty is reduced will bring more stake
holders to the problem solving table.