Drama its origin: growth & development by Suhail Ahmed SolangiSohail Ahmed Solangi
An effort to search the exact history of drama along with its development. This work also includes all the eras of English Literature with its link to Drama.
However, one presentation couldn't define a complete history of drama.
Thanks
A presentation on epics and mock epics including summary of Beowulf and battle of the frogs and mice.You can also attach a video of the battle of the frogs and mice from you-tube and get the summary of Aeneid from Google.
Cleanth Brooks - The Language of ParadoxDilip Barad
This presentation is based on Cleanth Brooks's essay "The Language of Paradox,", wherein Cleanth Brooks emphasizes how the language of poetry is different from that of the sciences, claiming that he is interested in our seeing that the paradoxes spring from the very nature of the poet's language: “it is a language in which the connotations play as great a part as the denotations. And I do not mean that the connotations are important as supplying some sort of frill or trimming, something external to the real matter in hand. I mean that the poet does not use a notation at all--as a scientist may properly be said to do so. The poet, within limits, has to make up his language as he goes.”
Drama its origin: growth & development by Suhail Ahmed SolangiSohail Ahmed Solangi
An effort to search the exact history of drama along with its development. This work also includes all the eras of English Literature with its link to Drama.
However, one presentation couldn't define a complete history of drama.
Thanks
A presentation on epics and mock epics including summary of Beowulf and battle of the frogs and mice.You can also attach a video of the battle of the frogs and mice from you-tube and get the summary of Aeneid from Google.
Cleanth Brooks - The Language of ParadoxDilip Barad
This presentation is based on Cleanth Brooks's essay "The Language of Paradox,", wherein Cleanth Brooks emphasizes how the language of poetry is different from that of the sciences, claiming that he is interested in our seeing that the paradoxes spring from the very nature of the poet's language: “it is a language in which the connotations play as great a part as the denotations. And I do not mean that the connotations are important as supplying some sort of frill or trimming, something external to the real matter in hand. I mean that the poet does not use a notation at all--as a scientist may properly be said to do so. The poet, within limits, has to make up his language as he goes.”
This presentation is titled Shared Vision, Shared Understanding, Shared Leadership building on the idea of to engage in strategic thinking, an organization needs to develop strategic thinkers. And, an effective organization needs a diverse, collaborative group of talented, motivated strategic thinkers, some of whom have positional leadership roles, others do not.
Running head Annotated bibliographyAnnotated bibliography 8.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 8
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
Running head Annotated bibliographyAnnotated bibliography 2.docxSUBHI7
Running head: Annotated bibliography
Annotated bibliography 2
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the intercultural competence for global leaders. New York: Publishing company Journal of Managerial Psychology. – bold is not needed. Use a hanging indent. See how this is listed in the course
As creating great global pioneers should be a critical need for organizations in the global business world,why? there has been extensive research in this article on what?. In spite of this, there is limited research on the efficient worldwide initiative competency structure considering both its levels and measurements and on individual capabilities. The motivation behind this article is to make a hypothesis based integrative system that can be used in recognizing the skills containing global leadership. To achieve this purpose, an integrative literature review was completed? on competency theory and global leadership, bringing about the improvement of an integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain individual attributes, practices, attitudes, qualities, and information, and many existing systems are combinations of these. In existing exploration, diverse sorts of measurements have regularly been combined and regarded as equivalents. A particular quality in one structure is supplanted with relating conduct in another. By and large, choice of important abilities has produced much contention since the significance of capabilities is observed to shift with the assignment and association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as those all-inclusive qualities that empower people to play out their employment outside their own particular national and also authoritative culture, regardless of what their instructive or ethnically foundation is, what useful range their expected set of responsibilities speaks to, or what association they come from. While trying to assemble a more integrative system for worldwide initiative skills, this paper endeavors to apply a more synergistic approach and concentrate on likenesses over a variety of results, and on finding those sorts of abilities that are vital when working crosswise over societies – all around the world. Faraji, this is good information. Also dsicuss the other aspects listed in the instructions - Discuss the scope of the resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the methodology
· Relate the resource to the body of resources you have consulted in this course
· Discuss any evident limitations and opportunities for further inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human Resource Management Review. – See how this is listed in the cours ...
Five Levels of Communication InfographicMaya Townsend
Some tools never lose their value. The hammer. The umbrella. The wheel. These tools have been around for centuries and we trust them.
We have similarly trustworthy, proven tools in the organizational world. The Tried & True series shares trusted models that stand the test of time in graphical form. The first tool is the Five Levels of Communication.
Most leaders recognize that communication is essential during change. However, all too many think of communication as a simple matter of sending an informational email.
To encourage all that's needed to support sustainable change, organizations must engage in five different levels of communication. This model, developed by Linda Ackerman Anderson and Dean Anderson based on a model by ARC Worldwide, has been helping leaders for years.
Similar to Tragicomedy what is tragicomedy tragicomedy (20)
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Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
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Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
61Identify the case study you selected. Explain whether the.docxBHANU281672
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docxBHANU281672
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
"I
I
,,
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I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docxBHANU281672
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
600 words needed1. What do we mean by the New Public Administr.docxBHANU281672
600 words needed
1. What do we mean by the New Public Administration? Relatedly, but distictively,
2. what is meant by the New Public Management?
3. How are they related?
4. How has the advent of digital technology helped inspire new emphases on efficiency on the public sector?
.
6 peer responses due in 24 hours Each set of 2 responses wil.docxBHANU281672
6 peer responses due in 24 hours
Each set of 2 responses will have its own instructions.
Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
The literature and the doctrine parameters cause uncertainty due to the conflictual environment and obligations. Questions of conflict about perceptual tension, as an example in
Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
6 page paper onWhat is second language acquisition and why is .docxBHANU281672
6 page paper on
What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an older age?
3 reliable sources.
.
600 Words1) Specify some of the ways in which human resource m.docxBHANU281672
600 Words
1) Specify some of the ways in which human resource management differs significantly in the public sector from the private sector?
2) Specify some of the ways in which all public managers are involved in the areas human resource management?
3) In recent times, organizations have been devoting an increasing amount of the organization's resources toward human resources. This is particularly true in areas such as technical and social training, dispute resolution, and the like. Why do you think this is?
4) What are some of the ways that human resource managers operating in local government agencies (i.e. municipal, county, school districts, and so forth) are addressing the skills shortages caused by massive generational retirements in the public sector?
source
http://www.jstor.org.proxy.li.suu.edu:2048/stable/20447680
.
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Running head: Data MINING 1
Data MINING 8
Data Mining
Student: Avinash Kustagi
University of Cumberlands
Course Name: Business Intelligence
Course number: ITS-531
Professor: Dr. Abiodun Adeleke
05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
Data mining popularity is increasing rapidly right now in the world. It is slowly becoming one of the most desired fields of work in the world right now. Data plays a
very big role in developing and shaping a business. It is because of Data mining that an organization comes to know more about what the market has demand for and
what their customers prefer and what they absolutely dislike. Data mining has proven to be extremely helpful in making valuable and important business decisions.
As described in the article” Business data mining — a machine learning perspective”, data mining has become an integral part of business development (Bose &
Mahapatra, 2001). Data mining has several applications in different fields of life. It is used in the field of finance, television industry, education, retail industry, and
telecommunication industry. Data mining is very valuable in the field of finance. Data mining help in data analysis to find a result in loan prediction. It gives an analysis
of the customer’s credit history and fraud detection (Valcheva, n.d.). It also assists in determining the previous money laundering trends and deduces a conclusion
about any unusual patterns in a credit history. It also assists in helping develop targeted marketing. In the field of finance, data mining and analysis helps in deducing
conclusion results from the previous trend in markets to determine what fiscal produc.
61520, 256 PMGlobal Innovation and Intellectual Property.docxBHANU281672
6/15/20, 2:56 PMGlobal Innovation and Intellectual Property
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12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docxBHANU281672
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
1
Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
1
1
1
1
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=6d3212a4-b0a4-44b2-afd8-56ae47ca2c6b&course_id=_116194_1&download=true&includeDeleted=true&print=true&force=true
6/21/2020 Originality Report
https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=6d3212a4-b0a4-44b2-afd8-56ae47ca2c6b&course_id=_… 2/5
Source Matches (23)
strengthens that countermeasures the cybercrime activities. To me.
6.2 What protocols comprise TLS6.3 What is the difference.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docxBHANU281672
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docxBHANU281672
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
1. Tragicomedy
What is tragicomedy ?
Tragicomedy is exactly what its name says. It is a mixture of
both tragic and comic elements. Significant is the fact people
from the same background might differ as to what is amusing or
truly tragic.
Long term tactic
People informally and literature of various kinds recognize that
often situations can have two sides. One might be immediately
apparent, or the other view might occur later. It is a way to
categorize living and to analyze experiences.
The ancient Greek playwrights worked with the concept and
authors have used the technique . Not everything has both
2. humor and sadness. But because both ends of the spectrum are
intense, when they are placed close together that friction
magnifies.
Eye of the Beholder
If people share a commonality, then amusements are generally
similar.
Typically, severely negative life changes are recognized by
most people as tragic because there is pain.
Let’s Talk About Humanity
If people have a consenus, they can communicate more easily
than if there is discordant interaction.
In “The Visit” it might be agreed that committing perjury and
“turning out” a pregnant teenager are grevious actions. That is
the tragedy.
Rather than having physical humor, the play has irony, satire,
and mismatched allegiances. That is the comedy or, at the least,
the comedic elements. Word play is the angle. Situational
juxtapositions are the means to show it.
DEFINITIONS, THEN AND NOW
3. DRYDEN’S VIEWS
More Current approach
There are ways of approaching challenges. Some people focus
on the “holes” in the situation; others pull back and create/see
humor. Both are ways of coping. Of course, there are
gradations in between the two
.
https://www.independent.co.uk/topic/Tragicomedy
https://www.britannica.com/art/tragicomedy
FAMOUS QUOTE
Life is a tragedy for those who feel
and
a comedy for those who
think.
-various
attributions
4. Praise for
Optimizing the Power of Action Learning, 3rd Edition
“A brilliant compendium of key action learning techniques that
produce
extraordinary results. This book is a masterful must-read for
any
organization that aims to optimize its creativity and resilience
amid rapid
shifts in this changing world.”
— Meliha Dzirlo-Ayvaz, Manager, Risk and Financial
Advisory, Deloitte
& Touche
“Action learning is a powerful cross cultural tool to improving
effectiveness and efficiency of groups in corporate settings.”
— Dr. Mohammed Asad Al-Emadi, Chairman, Asad Holding,
Qatar
“Action learning has become part of our culture and helped us
be much
more successful in our actions.”
— Howard He, Assistant Vice President, Aviva-Cofco Life
Insurance
“The third edition of Optimizing the Power of Action Learning
is a great,
practical “How To” book for those looking to understand and
5. apply the
power of action learning.”
— Bea Carson, Master Action Learning Coach; President,
World
Institute for Action Learning
“In this third edition, the four co-authors share priceless new
insights and
strategies to build leaders and organizations through action
learning. If
you’re ready to fully unleash the power of creativity in your
organization,
buy this book!”
— Bill Thimmesch, Founder, US Government Action Learning
Community of Practice
2
“The best approach to solving complex problems in complex
organizations. A tool that is invaluable for any leader in an
organization.”
— Tom Gronow, Chief Operating Officer, University of
Colorado
Hospital
“Dr. Marquardt and his colleagues have written a must-read
thought
provoking guidebook for anyone who doubts the value of aski ng
powerful
questions yet craves the capacity to solve pressing problems in
this era of
6. digital disruption. This book is timely! Learn from the best.”
— Dr. Sydney Savion, General Manager, Learning, Air New
Zealand
“Positioned perfectly at the apex of research and practice, the
third edition
of Optimizing the Power of Action Learning illuminates a clear
and
concise path to maximizing organizational power through
systematic and
simultaneous learning and action.”
— Dr. Ron Sheffield, President and Managing Director,
OrgScience,
Inc.
“This revised edition shows clearly how action learning can be
a
magnificent tool for developing the skill of asking great
questions for
teams, for leadership, and for innovation.”
— Marilee Adams, PhD, Author, Change Your Questions,
Change
Your Life: 12 Powerful Tools for Leadership, Coaching, and
Life;
Founder and CEO, Inquiry Institute International LLC
“A must-read for anyone who wants to improve the
effectiveness of people
and organizations.”
— Doug Bryant, Vice President, Talent Management, Training
and
Recruiting, Sonic Automotive
7. “Action learning’s power reaches far into the learning
profession. It’s a
superb technique for demonstrating learning’s value, and this
book is a
vital resource for harnessing learning as an organizational
performance
3
enabler.”
— Dr. Dave Rude, Chief Learning Officer, Global Learning
Associates
4
5
6
This edition first published in 2018 by Nicholas Brealey
Publishing
An imprint of John Murray Press
An Hachette company
9. Revised
edition of Optimizing the power of action learning, c2011.
Identifiers: LCCN 2017058663 (print) | LCCN 2018000144
(ebook) | ISBN
9781904838364 (ebook) | ISBN 9781473646292 (open ebook) |
ISBN
9781473676961 (paperback)
Subjects: LCSH: Organizational learning. | Problem-based
learning. | Active
learning. | Leadership. | BISAC: BUSINESS & ECONOMICS /
Management. |
BUSINESS & ECONOMICS / General.
Classification: LCC HD58.82 (ebook) | LCC HD58.82 .M375
2018 (print) | DDC
658.3/124—dc23
LC record available at https://lccn.loc.gov/2017058663
7
https://lccn.loc.gov/2017058663
ISBN 978-1-47367-696-1
US eBook ISBN 978-1-90483-836-4
UK eBook ISBN 978-1-47364-404-5
Printed and bound in the United States of America
John Murray Press policy is to use papers that are natural,
renewable and
recyclable products and made from wood grown in sustainable
10. forests. The logging
and manufacturing processes are expected to conform to the
environmental
regulations of the country of origin.
John Murray Press Ltd
Carmelite House
50 Victoria Embankment
London EC4Y 0DZ
Tel: 020 3122 6000
Nicholas Brealey Publishing
Hachette Book Group
Market Place Center, 53 State Street
Boston, MA 02109, USA
Tel: (617) 523 3801
www.nicholasbrealey.com
8
http://www.nicholasbrealey.com
Part 1
Chapter 1
Part 2
Chapter 2
Chapter 3
11. Chapter 4
Chapter 5
Chapter 6
TABLE OF CONTENTS
Preface
Acknowledgments
About the Authors
Emergence of the Power of Action
Learning
Overview of Action Learning
Applying the Six Components of
Action Learning
The Problem
The Group
Questions and Reflection
Taking Action
Individual, Team, and Organizational
Learning
9
12. Chapter 7
Part 3
Chapter 8
The Action Learning Coach
Unleashing the Power of Action
Learning
Introducing, Implementing, and Sustaining
Action Learning in Organizations
References
Index
10
R
a.
b.
c.
PREFACE
ecently one of the authors conducted an action learning
workshop
13. for nearly 50 training directors from several departments of the
US government. Following a brief overview and demonstration
of action
learning, the directors formed eight randomly chosen groups
and spent the
next couple of hours working on problems introduced by
members of the
group. A volunteer in each group served as the action learning
coach. To
conclude the action learning workshop, he asked the problem
presenters
whether they had been helped. Every single one responded with
an
enthusiastic, “Yes.” The volunteer learning coaches were then
asked to
summarize the activity of their group, and each seemed to outdo
the other
with wonderful testimonials on how well the group had worked
on the
problem and the valuable learnings that were shared. Finally, a
training
director from a table at the front of the room asked the author,
“Does
action learning always work this perfectly?” The author’s
response to him
and to all readers of this book is, “Yes, it can!”
Based on our collective experience with thousands of action
learning
projects over the past 25 years, we have become ever more
confident that
action learning has the power to always be successful. If the key
elements
of action learning described in this book are established and
allowed to
14. operate, action learning is amazing in its consistent capacity to:
Effectively and efficiently solve problems and challenges with
truly
breakthrough and sustaining strategies
Develop the leadership skills and qualities needed by 21st
century
managers
Develop teams that continuously improve their capability to
perform
and adapt
11
d.
e.
Develop powerful coaching and learning competencies
Transform organizations into learning organizations
Although action learning has been around since it was
introduced by
Reg Revans in the coal mines of Wales and England in the
1940s, it is only
within the past 10 years that it has begun sweeping across the
world,
emerging as the key problem-solving and leadership
development program
for many global 100 giants such as Boeing, Sony, Panasonic,
Deutsche
Bank, Toyota, Samsung, and Microsoft; for public institutions
such as
Helsinki city government, Malaysian Ministry of Education,
George
15. Washington University, and the US Department of Agriculture;
and for
thousands of small and medium-sized firms all over the world.
Throughout this book you will discover how these and other
organizations have flourished with action learning and are
discovering
how to optimize the power of action learning.
Requirements for Success in Action Learning
Briefly described, action learning is a remarkabl y simple
program that
involves a group of people working on real problems and
learning while
they do so. Optimizing the probability of success in action
learning,
however, involves some basic components and norms (ground
rules),
which form the substance of this book. These components
include an
important and urgent problem, a diverse group of four to eight
people, a
reflective inquiry process, implemented action, a commitment to
learning,
and the presence of an action learning coach. Norms include
“questions
before statements” and “learning before, during, and after
action.”
Action learning works well because it interweaves so
thoroughly and
seamlessly the principles and best practices of many theories
from the
fields of management science, psychology, education,
neuroscience,
16. political science, economics, sociology, and systems
engineering. Action
learning has great power because it synergizes and captures the
best
thinking of all group members and enriches their abilities.
12
Purpose of This Book
During the past 20 years, we have had the opportunity to work
with
thousands of action learning groups around the world, as well as
the good
fortune of sharing ideas and best practices with many of the
world’s top
action learning practitioners. The purpose of this book is to
share what we
have experienced and learned, the exhilaration as well as the
challenges.
Although action learning is a relatively simple process, the
essence of
which could fit on a three-by-five card, there are a number of
key
principles and practices that, as we have discovered, move
action learning
from good to great, that take it from being a solid
organizational tool to a
spectacular resource for transforming people, groups,
organizations, and
even entire communities.
This book describes each of the components of action learning
and
17. why they are necessary for action learning success. Through
scores of
stories and testimonials, the book clearly illustrates how many
organizations have implemented and thrived with action
learning. It also
shows how any organization can simultaneously and effectively
achieve
the five primary benefits of action learning, namely, problem
solving,
leadership development, team building, organizational change,
and
coaching competence.
This book presents the basic elements and principles of action
learning
as well as the more advanced, more recent innovations within
the field of
action learning, including the role of the action learning coach,
the balance
between order and chaos for maximum creativity, and the step-
by-step
procedures for introducing and sustaining action learning within
your
organization.
Overview of the Book
Chapter 1 provides an overview of action learning, the six basic
components and two key ground rules. It summarizes the five
greatest
challenges encountered by organizations in today’s environment
and how
action learning enables organizations to respond effectively to
those
challenges. Chapter 1 also highlights the major contributions of
action
18. 13
learning to organizations, groups, and individuals.
Chapters 2 through 7 explore in detail each of the six critical
components of successful action learning programs. Chapter 2
identifies
the criteria for an action learning problem, how it is best
introduced and
examined, and the differences between single-problem and
multiple-
problem groups. In Chapter 3, we explore the group, including
diversity of
membership, ideal size, continuity, roles, and characteristics.
Chapter 4
introduces the reflective inquiry process and discusses the
importance of
questions as well as the group rule “statements only in response
to
questions.” The problem-solving, goal-framing, strategy-
development
action is covered in Chapter 5, and Chapter 6 examines the
individual,
team, and organizational learning achieved through the action
learning
process. In Chapter 7, the roles and responsibilities, authority,
and
questions of the action learning coach are described.
Chapter 8 provides the reader with detailed practical steps for
unleashing the power of action learning in organizations and
communities.
We provide guidance for introducing, implementing, and
19. sustaining action
learning. Specific strategies for applying each step are offered.
Two in-
depth case studies (Essilor International and US Department of
Justice)
have been added.
Throughout the book are scores of case examples from groups
around
the world that have introduced action learning into their
organizations. The
challenges they faced as well as the successes they experienced
are
discussed. Finally, there are numerous checklists at the end of
each chapter
to guide readers in understanding and implementing action
learning for
themselves.
What’s New in the 3rd Edition
Since the 2nd edition was published seven years ago, action
learning has
flourished in many countries around the world and within
thousands of
new organizations. We have thus added new vignettes and case
studies
from countries such as India, the Philippines, Brazil, France,
Kuwait,
Ukraine, Thailand, Uganda, Cambodia, and the Caribbean. More
action
learning is occurring within community-based organizations,
and we have
14
20. therefore included such programs as C&C in London and the
United
Nations Environmental Program in Kenya.
During the past seven years, the authors have continued to
experiment
with and improve the power and process of action learning.
Leadership
development has become much more integrated into action
learning. In
this edition, we also share the recent experiences we have had
in
introducing, implementing, and sustaining action learning in
organizations
(Part 3/Chapter 8).
The value of questions has become ever more critical for
leadership
and problem solving. In this edition, we have added more
strategies and
principles in helping teams and leaders become better at asking
questions.
Finally, new advances in the social and physical sciences have
enabled
us to better increase our understanding as to how and why
action learning
works so well and so powerfully. We have added updated
theories,
particularly how the use of theories and principles of
neuroscience can
improve action learning.
Action Learning: The Power Tool for the 21st
21. Century
Action learning is truly an exciting and awesome tool for
individuals,
teams, and organizations struggling for success in the 21st
century. More
and more of us have experienced the power and the benefit of
action
learning in our lives and in our organizations. It is my hope that
many
more will be able to share in the wonderful and amazing
adventure of
action learning. If you apply the principles and practices offered
in this
book, you too will see how action learning can, indeed, be
powerful and
successful every time. Good luck!
15
W
ACKNOWLEDGMENTS
e owe a deep debt of gratitude to so many people not only for
this book, but for the action learning opportunities and
experiences offered by them that made this book possible. First,
we would
like to recognize the founding pioneer of action learning, Reg
Revans, who
inspired each of us and thousands of others around the world
about the
power of action learning. Reg died in early 2003, and this book
22. is
dedicated to his memory.
There are many other giants in the field of action learning from
whom
we have learned so much, including Lex Dilworth, Charles
Margerison,
Victoria Marsick, and Mike Pedler. Special recognition also
goes to
colleagues who have guided us along the way, especially
Marilee Adams
and Thomas Carne for their insights on questions and collegial
coaching.
Boeing, Samsung, and Microsoft were important launching sites
in
developing the WIAL model of action learning, and we would
like to
especially thank Nancy Stebbins, Shannon Wallis, and Anita
Bhasin for
bringing us these opportunities.
We would like to thank the World Institute for Action Learning
(WIAL) family of affiliates, partners, and certified coaches who
have
worked with us to expand action learning around the world.
Special
appreciation to the members of the board of directors who have
guided
WIAL over the years, especially Bea Carson, who now serves as
chair.
Sincere thanks to the people at Nicholas Brealey Publishing,
especially
Alison Hankey and Michelle Morgan, who have patiently and
joyfully
helped in every stage of the writing of this third edition.
23. Finally, we would like to thank our wonderful spouses—Eveline
Marquardt, Varunyupar Cauwelier, Serene Ng, and Richard
Banks—for
their support, love, and encouragement.
16
ABOUT THE AUTHORS
Michael Marquardt
Michael Marquardt is Professor of Human Resource
Development and
International Affairs as well as Program Director of Overseas
Programs at
George Washington University. Mike is a co-founder and first
president of
the World Institute for Action Learning (WIAL) and currently
serves as
chair of the Global Advisory Board.
Mike is the author of 24 books and over 100 articles i n the
fields of
leadership, learning, globalization, and organizational change.
More than a
million copies of his publications have been sold in nearly a
dozen
languages worldwide. He served as the editor of the UNESCO
Encyclopedia volume on human resources. He has been a
keynote speaker
at international conferences in Australia, Japan, the Philippines,
Malaysia,
South Africa, Singapore, and India as well as throughout North
24. America.
Mike’s achievements and leadership have been recognized
through
numerous awards, including the International Practitioner of the
Year
Award from the American Society for Training and
Development. He
serves as a senior adviser for the United Nations Staff College
in the areas
of policy, technology, and learning systems. Mike is a fellow of
the
National Academy for Human Resource Development and a co-
founder of
the Asian Learning Organization Network. His writings and
accomplishments in action learning have earned him honorary
doctoral
degrees from universities in Asia, Europe, and North America.
Shannon Banks
Shannon Banks is managing director of Be Leadership, a
modern
17
leadership development company focused on helping
organizations, teams,
and executives thrive in a digital, social, and networked world.
She is a
Master Action Learning Coach and a board member for the
World Institute
for Action Learning. Shannon holds a master’s degree from the
University
25. of Birmingham, England. She has completed an executive
coaching
certification with the NeuroLeadership Institute and is
accredited as an
ACC with the International Coach Federation.
In addition to her coaching, Shannon works as a consultant and
facilitator for global clients across many sectors. As part of this
work,
Shannon often uses action learning to help create sustainable
cultural
change. Prior to Be Leadership, Shannon spent seventeen years
with
Microsoft in a variety of leadership roles across the business,
with
responsibilities managing globally distributed, multifunctional
teams. Her
work earned Microsoft a 2010 WIAL Outstanding Organization
Award
and a 2010 Workforce Management Optimas Award for
Corporate
Citizenship. Shannon also was awarded the 2011 EFMD
Excellence in
Practice Award for Executive Development and the 2013 Best
Practice
Institute’s Top Practitioner Award for Talent Management.
Peter Cauwelier
Peter Cauwelier helps teams learn, grow, innovate, and take
ownership of
their own and their company’s future. His Team.As.One
approach focuses
both on the team’s heart (the connections that support team
dynamics) and
the team’s hard (the business results).
26. Peter is a Master Action Learning Coach and a member of the
WIAL
board since 2014 and manages the WIAL affiliate in Thailand.
In addition
to action learning Peter uses other approaches to help teams
become more
effective. He is a Certified Professional Facilitator (IAF),
Belbin Team
Roles accredited facilitator, and Certified Team Performance
Coach (Team
Coaching International). He has 20 years of experience in
operations
management, with responsibilities with multicultural teams
across Asia.
He works with teams in English, French, or Thai.
Peter received a PhD in Knowledge and Innovation Management
from
Bangkok University, an executive MBA from Boston
University, and
Master of Science degrees from the University of Manchester
and Ghent
18
University.
Choon Seng Ng
Choon Seng Ng is the Managing Director of WIAL Singapore,
the official
international affiliate of WIAL. He is a Master Action Learning
Coach and
27. was a board member with the World Institute for Action
Learning from
2013 to 2015. Choon Seng has conducted action learning
programs for
many organizations in Singapore and has also certified many
action
learning coaches throughout Asia. He was instrumental in
establishing
many WIAL affiliates in Asia. Through his leadership, WIAL
Singapore
won the WIAL Affiliate of the Year in 2015.
Choon Seng received his Master of Arts degree in Human
Resource
Development from George Washington University. He was also
awarded
the Leonard Nadler Leadership Award for his outstanding
leadership,
service, and professional and academic successes. Choon Seng
is the
author of What’s Your Question? Inspiring Possibilities through
the Power
of Questions.
In addition to his coaching, Choon Seng is also a Certified
Professional
Facilitator and Certified Assessor with the International
Association of
Facilitators (IAF). He is concurrently the Chief Facilitator and
Process
Consultant with Inquiring Dialogue, working with clients from
all sectors
to increase their organizational effectiveness and employee
engagement.
19
28. 20
Action learning has quickly emerged as a tool used by
organizationsfor solving their critical and complex problems. It
has concurrentlybecome a primary methodology utilized by
companies around the world
for developing leaders, building teams, and improving corporate
capabilities. Action learning programs have become
instrumental in
creating thousands of new products and services, saving billions
of dollars,
reducing production and delivery times, expanding customer
bases,
improving service quality, and positively changing
organizational cultures.
Recent surveys by the American Society for Training and
Development
indicate that two-thirds of executive leadership programs in the
United
States used action learning. A study by the Corporate Executive
Board
(2009) noted that 77 percent of learning executives identified
action
learning as the top driver of leadership bench strength. Business
Week
identified action learning as the “latest and fastest growing
organizational
tool for leadership development” (Byrnes, 2005).
Since Reg Revans introduced action learning in the 1940s, there
have
29. been multiple variations of the concept, but all forms of action
learning
21
▸
share the elements of real people resolving and taking action on
real
problems in real time and learning while doing so. The great
attraction of
action learning is its unique power to simultaneously solve
difficult
challenges and develop people and organizations at minimal
costs to the
institutions. Rapidly changing environments and unpredictable
global
challenges require organizations and individuals to both act and
learn at
the same time.
Global Leadership Development with Action Learning at
Boeing
The Boeing Company, the world’s leading aerospace company,
is a
global market leader in missile defense, human space flight, and
launch
services, with customers in 145 countries, employees in more
than 60
countries, and operations in 26 states. Boeing adopted action
learning
as the methodology for its Global Leadership Program, since
action
30. learning enabled the company to build critical global
competencies
while solving its most critical problems. Results from a
comprehensive
assessment of the program indicated that action learning has
been
remarkably successful in developing a forum for senior-level
executives to learn while being challenged with real corporate
issues
related to the international environment in which they were
placed.
What Is Action Learning?
Briefly defined, action learning is a powerful problem-solving
tool that has
the amazing capacity to simultaneously build successful leaders,
teams,
and organizations. It is a process that involves a small group
working on
real problems, taking action, and learning as individuals, as a
team, and as
an organization while doing so. Action learning has six
components, each
of which is described below and presented in greater detail over
the next
six chapters of this book.
The Six Components of Action Learning
A problem. Action learning centers on a problem, project,
challenge,
22
31. ▸
▸
▸
opportunity, issue, or task, the resolution of which is of high
importance to an individual, team, or organization. The problem
should be significant and urgent, and it should be the
responsibility of
the team to solve it. It should also provide an opportunity for
the group
to generate learning opportunities, build knowledge, and
develop
individual, team, and organizational skills. Groups may focus
on a
single problem of the organization or multiple problems
introduced by
individual group members.
An action learning group or team. The core entity in action
learning is
the action learning group. Ideally the group is composed of four
to
eight individuals who examine an organizational problem that
has no
easily identifiable solution. The group should have members
with a
diversity of background and experience to acquire various
perspectives and encourage fresh viewpoints. Depending on the
problem, group members may:
Be volunteers or be appointed
Be from various functions or departments
23
32. ▸
▸
▸
▸
▸
Include individuals from other organizations or professions
Involve suppliers as well as customers
A working process of insightful questioning and reflective
listening.
Action learning emphasizes questions and reflection above
statements
and opinions. By focusing on the right questions rather than the
right
answers, action learning groups become aware of what they do
not
know as well as what they do know. Questions build group
cohesiveness, generate innovative and systems thinking, and
enhance
learning results. Leadership skills are built and implemented
through
questions and reflection. Insightful questions enable a group
first to
clarify the exact nature of the problem before jumping to
solutions.
Action learning groups recognize that great solutions will be
contained
within the seeds of great questions.
Actions taken on the problem. Action learning requires that the
group
33. be able to take action on the problem it is working on. Members
of the
action learning group must have the power to take action
themselves
or be assured that their recommendations will be implemented
(barring
any significant change in the environment or the group’s
lacking
essential information). If the group only makes
recommendations, it
loses its energy, creativity, and commitment. There is no real
meaningful or practical learning until action is taken and
reflected on,
for one is never sure an idea or plan will be effective until it has
been
implemented. Action enhances learning because it provides a
basis
and anchor for the critical dimension of reflection. The action
of
action learning begins with reframing the problem and
determining the
goal, only then determining strategies and taking action.
A commitment to learning. Unless the group learns, it may not
be able
to creatively solve a complex problem. And although solving an
organizational problem provides immediate, short-term benefits
to the
company, the greater, longer-term, multiplier benefits are the
long-
term learnings gained by each group member and the group as a
whole, as well as how those learnings are applied on a systems -
wide
basis throughout the organization. Thus, the learning that occurs
in
action learning may have greater strategic value for the
organization
34. than what is gained by the tactical advantage of solving the
immediate
problem. Accordingly, action learning places the same emphasis
on
24
▸
▸
the learning and development of individuals and the team as it
does on
the solving of problems, for the smarter the group becomes, the
quicker and better will be its decision-making and action-taking
capabilities.
An action learning coach. Coaching is necessary for the group
to
focus on the important (i.e., the learnings) as well as the urgent
(i.e.,
resolving the problem). The action learning coach helps the
team
members reflect on …
The Visit Reflection
When I teach this in a physical setting, I often freeze because I
generally look at 18, 19, 20, or 21-year-old faces and
superimpose Clara’s fear, betrayal, desperation on them. Being
cavalier or dispassionate about her state just cannot work. This
was her first and perhaps only love -- a consuming and
passionate love that resulted in her love child. It is this
application that restricts my ability to see humor in this tragi -
comedy. My problem, not yours. But do you see that we bring
35. our experiences and hearts to challenges?
The love child dies. Clara’s attachment to her lover remains, but
in a different form. She parlays her body and people skills into
a vast fortune. She is the judge and jury and metes out
retributions against those who injured her. She is Justice.
Clara (and then Claire) knows the right “turn of the screw.”
Both names mean clear. Her motives and plans are definitive
and clear. The name Clara is more connected to a peasant world
and the second with a classic one. Money buys her status and
protection. She can even stop a train when she wishes. That is
just it. With money she chooses what she wants to do. Without
it, she once could not and the residents cannot. Both she and the
residents sell themselves.
Power corrupts, and absolute power corrupts absolutely. - Lord
Acton
Her body, that had experienced the ecstasy of love, becomes her
punishment in liaison after liaison. Barren sex has no life forc e.
Yes, wealth results and her fixation on retribution abounds.
Once the latter is attained, what is her life purpose? Is walking
on Schill’s grave sufficient?
It is quite easy to “paint” oppositions in 180 degree landscapes.
People are not like that. Clara is not likeable. Schill has the
superficial likeability of people who manipulate people. People
gravitate to Claire only for personal gain. People toss aside
Schill because he is a money conduit and convenient scapegoat.
He must account for his grave sin, albeit assigned decades after
the fact. His atonement is sought and gained. The sinner dies to
erase the sin debt of the town. It is a malevolent view of the
sinless Christ’s crucifixion. But remember that this play is in
response to the unabated horrors of a grievously fallen world,
WWII.
36. Taking the long view, would Clara still have made a negative
impact if the residents of the sewer had not discharged the
pregnant teen from their midst? Likely so.
See how their revisionist view of history allows the
townspeople to reframe their surface character. Autocratic
governments and corporations do this.
See how quickly the town turns when just the right pressure is
applied.
BTW. Claire had Kobby and Lobby castrated. Read the passage
again. It is their punishment as well as a set up metaphor for
the townspeople. Blindness works for both, too.
And, to end with a favorite quote not of this time and place, Do
not insult the mother alligator until you have crossed the
river. That’s Claire.
The Visit
Friedrich Dürrenmatt (Switzerland) Pronounce:
https://www.youtube.com/watch?v=aQvIDb1KnpM
The Visit Audio Book
Act One <iframe width="1239" height="697"
src="https://www.youtube.com/embed/t1J0X5OgY7Y"
frameborder="0" allow="accelerometer; autoplay; clipboard-
write; encrypted-media; gyroscope; picture-in-picture"
allowfullscreen></iframe>
Act Two<iframe width="1239" height="697"
src="https://www.youtube.com/embed/CANPsGfZCC8"
frameborder="0" allow="accelerometer; autoplay; clipboard-
write; encrypted-media; gyroscope; picture-in-picture"
allowfullscreen></iframe>
Act Three <iframe width="1239" height="697"
src="https://www.youtube.com/embed/cHv4P_EeoAg"
37. frameborder="0" allow="accelerometer; autoplay; clipboard-
write; encrypted-media; gyroscope; picture-in-picture"
allowfullscreen></iframe>
The Trailer of the Movie The Visit, 1964
Friedrich Dürrenmatt's play The Visit is a dark story of revenge
brought to the screen with Ingrid Bergman starring as an
enormously wealthy woman who makes her way back to her
enormously poor home town. She had been driven from there
years earlier after having an affair (and a child).
https://www.youtube.com/watch?v=IBPro73nbt0
The Visit, a tragicomedy - which means that there are elements
of both ways of examining reality - attempts to examine the rise
of European Fascism. Dürrenmatt uses Expressionist and
Absurdist techniques to confront the horror. A typical tragedy
would reflect the typical responses. By adding situations and
appeals that border on the on the humorous because they are so
irrationally out of normality, the reader or audience member
must see the tragedy through a different lens. Reality no
longer works. The mind becomes numbed by horror over time.
There are no more fixed boundaries between experience and
empathy. The grotesque and tragicomic serve this purpose in
The Visit.
Viktor Emil Frankl, author of Man’s Search for Meaning, and
Holocaust survivor, was an Austrian neurologist and
psychiatrist. He founded logotherapy, which is a form of
existential analysis, the "Third Viennese School of
Psychotherapy."Finding meaning in difficult times (Interview
with Dr. Viktor Frankl)
https://www.youtube.com/watch?v=LlC2OdnhIiQ
Meaning https://russjamieson.com/lessons-from-mans-search-
for-meaning-viktor-frankl/
Why Believe in
Othershttps://www.ted.com/talks/viktor_frankl_youth_in_search
38. _of_meaning
Consider:
1. How does the play reflect the rise of European Fascism?
2. Identify changes in the townspeople.
3. Notice perspective. Zachanassian does not forget. Others do.
4. Anton Schill is the sacrificial victim. Does he come to terms
with his situation from a moral perspective?
5. Which, if any, are moral characters?
6. Zachanassian has been directed toward revenge her whole
adult life. Once she has her revenge, what next? Her life now
has no meaning or does it?
7. Reflect upon Durrenmatt referring to himself as an “uprooted
Protestant.”
8. How does Durrenmatt use an artificial counter reality in the
play?
9. Discuss the concept of the “fall of man” in terms of the play.
10. Reflect upon the grotesque and absurd in the play.
11. How does the town’s name reflect the town?
12. Consider that each person may be considered an inmate in
his/her own world in the play. He/She is given reprieve. Is
he/she still imprisoned? And why?
13. Examine Expressionism. Relate its character to the play.
14. Examine Absurdist techniques and relate them to the play.
15. What are elements of Fascism in the play?
16. Apply Frankl’s approach to the play.
17. There is art in Zachanassian’s revenge. Track this.
18. The transitional names Clara and Claire are significant.
Why?
19. The perception of justice is significant to the plot. Offer
insight as to how this is developed.
20. Notice the lying and avoidance of truth. Share how those
undergird the frailty of man.
21. Discuss the relevance of Zachanassian’s physical
description.
22. Work with symbols and images in the play.
23. Discuss foreshadowing in the play.
39. 24. Notice the gradations of bribery. Comment.
25. Comment upon Schill’s “fall from grace.”
26. Explicate the nuisance of the title.
27. Rationalization abounds in this play. Develop.
28. The play’s style is “over the top.” How does that work to
communicate its message?
29. Notice the use of the railroad. How does this function?
30. Sound punctuates the play. Comment on its relevance.
ARISTOTLE & THE ELEMENTS OF TRAGEDY
https://nisd.net/sites/default/files/pdf/summer_reading/Warren%
204%20AP%20APD%20Aristotle.pdf
Definition of Tragedy (From the Poetics of Aristotle [384-322
BC]) "Tragedy, then, is a process of imitating an action which
has serious implications, is complete, and possesses magnitude;
by means of language which has been made sensuously
attractive, with each of its varieties found separately in the
parts; enacted by the persons themselves and not presented
through narrative; through a course of pity and fear completing
the purification (catharsis[*], sometimes translated "purgation")
of such emotions."
a) "imitation" (mimesis)[*]: Contrary to Plato, Aristotle asserts
that the artist does not just copy the shifting appearances of the
world, but rather imitates or represents Reality itself, and gives
form and meaning to that Reality. In so doing, the artist gives
shape to the universal, not the accidental. Poetry, Aristotle says,
is "a more philosophical and serious business than history; for
poetry speaks more of universals, history of particulars."
b) "an action with serious implications": serious in the sense
that it best raises and purifies pity and fear; serious in a moral,
psychological, and social sense.
c) "complete and possesses magnitude": not just a series of
episodes, but a whole with a beginning, a middle, and an end.
The idea of imitation is important here; the artist does not just
40. slavishly copy everything related to an action, but selects
(represents) only those aspects which give form to universal
truths.
d) "language sensuously attractive...in the parts": language must
be appropriate for each part of the play: choruses are in a
different meter and rhythm and more melodious than spoken
parts. e) tragedy (as opposed to epic) relies on an enactment
(dramatic performance), not on "narrative" (the author telling a
story).
f) "purification" (catharsis): tragedy first raises (it does not
create) the emotions of pity and fear, then purifies or purges
them. Whether Aristotle means to say that this purification
takes place only within the action of the play, or whether he
thinks that the audience also undergoes a cathartic experience,
is still hotly debated. One scholar, Gerald Else, says that
tragedy purifies "whatever is 'filthy' or 'polluted' in the pathos,
the tragic act" (98). Others say that the play arouses emotions of
pity and fear in the spectator and then purifies them (reduces
them to beneficent order and proportion) or purges them (expels
them from his/her emotional system)
The Tragic Hero The tragic hero is "a [great] man who is
neither a paragon of virtue and justice nor undergoes the change
to misfortune through any real badness or wickedness but
because of some mistake."
a) a great man: "one of those who stand in great repute and
prosperity, like Oedipus and Thyestes: conspicuous men from
families of that kind." The hero is neither a villain nor a model
of perfection but is basically good and decent.
b) "mistake" (hamartia): This Greek word, which Aristotle uses
only once in the Poetics, has also been translated as "flaw" or as
"error." The great man falls through--though not entirely
because of--some weakness of character, some moral blindness,
or error. We should note that the gods also are in some sense
responsible for the hero's fall.
III. Plot Aristotle distinguished six elements of tragedy: "plot,
characters, verbal expression, thought, visual adornment, and
41. song-composition." Of these, PLOT is the most important. The
best tragic plot is single and complex, rather than double ("with
opposite endings for good and bad"--a characteristic of comedy
in which the good are rewarded and the wicked punished). All
plots have some pathos (suffering), but a complex plot includes
reversal and recognition.
a) "reversal" (peripeteia): occurs when a situation seems to
developing in one direction, then suddenly "reverses" to
another. For example, when Oedipus first hears of the death of
Polybus (his supposed father), the news at first seems good, but
then is revealed to be disastrous.
b) "recognition" (anagnorisis or "knowing again" or "knowing
back" or "knowing throughout" ): a change from ignorance to
awareness of a bond of love or hate. For example, Oedipus kills
his father in ignorance and then learns of his true relationship to
the King of Thebes. Recognition scenes in tragedy are of some
horrible event or secret, while those in comedy usually reunite
long-lost relatives or friends. A plot with tragic reversals and
recognitions best arouses pity and fear.
c) "suffering" (pathos): Also translated as "a calamity," the
third element of plot is "a destructive or painful act." The
English words "sympathy," "empathy," and "apathy" (literally,
absence of suffering) all stem from this Greek word.
COMEDY