Hugh looked at the calendar and paperwork again. No matter how he did the math, earning $465 a month in unemployment insurance was barely covering expenses, never mind paying for his daughter’s first year at college. Even with a sizable grant, there was no way for him to realistically afford her going back to school.
After talking with the college’s financial aid office, he was told each year’s financial aid was determined by the previous year’s tax returns and that there was no additional help for him or his daughter because last year, he was fully employed and financially just fine.
This handbook is addressed to laboratory directors, leaders of field investigations, and other personnel who bear responsibility for water and wastewater data. Subject matter of the handbook is concerned primarily with quality control (QC) for chemical and biological tests and measurements. Chapters are also included on QC aspects of sampling, microbiology, biology, radiochemistry, and safety as they relate to water and wastewater pollution control. Sufficient information is offered to allow the reader to inaugurate or reinforce programs of analytical QC that emphasize early recognition, prevention, and correction of factors leading to breakdowns in the validity of water and wastewater pollution control data.
Students in business and other areas who are new to Statistics have a hard time making the connection between variance and risk. To convey the connection, we developed a classroom simulation. In the simulation, groups of students roll three colored dice that determine the success of three “investments”. The simulated investments behave quite differently. The value of one remains almost constant, another drifts slowly upward, and the third climbs to extremes or plummets. As the simulation proceeds, some groups have great success with this last investment – they become the “Warren Buffetts” of the class. For most groups, however, this last investment leads to ruin because of variance in its returns. The marked difference in outcomes shows students how hard it is to separate luck from skill. The simulation also demonstrates how portfolios, weighted combinations of investments, reduce the variance. In the simulation, a mixture of two poor investments is surprisingly good. Rather than use arbitrary properties, we calibrated the returns on two simulated investments to mimic returns on US Treasury Bills and stocks.
The definition of variance as the expected squared deviation from the mean often strikes students as capricious. Why square the deviations from the mean rather than use the absolute value? Why average the values? Without the machinery of maximum likelihood or concepts of asymptotic efficiency, one is left to vague, heuristic explanations. When dealing with money, however, the definition of variance is just right. Rather than make this connection with formulas and theorems, we have found it more useful and memorable to let students experience the effects of variance first-hand. After defining means and variances with some basic examples, we use this ‘dice game’ to show the importance of these concepts. The discussion of the simulation requires only basic properties of means and variances, with the most sophisticated property being that the variance of a sum of independent quantities is the sum of the variances.
The PDI Employment Inventory (EI) is designed to identify applicants who will become productive hourly employees and who will stay on the job voluntarily at least three months. It measures personality characteristics that underlie the continuum of productive, unproductive, and counterproductive job behaviors. Among others, these characteristics include dependability, responsibility, and conscientiousness--dimensions of hourly job performance that affect success in many jobs.
Numerous validation studies have shown that the EI successfully identifies productive, dependable workers in a variety of jobs and work settings. Personnel Decisions, Inc. (PDI) and researchers at various universities have conducted over 140 validity studies involving more than a third of a million people in a wide range of companies located throughout North America. Industries involved have run the gamut: retail, transportation, quick service restaurants, grocery, health care, manufacturing, gas stations, and airlines. Consistently, the studies have confirmed that job applicants who get higher EI scores are more likely to be reliable, conscientious, stable employees.
In 1994, at the initiative of the Federal Ministry of Education and the Arts, a series of planning meetings for the development of an international school network dealing with "PE&CR" were held. At that time, strategies for handling conflicts were not an important topic, neither in the society at large nor in schools. In the meantime the situation has changed fundamentally.
Experience in the project showed that work on conflicts had been long overdue. Situations of conflict may arise wherever people interact. Yet those involved in the project work typically claimed that there were 'actually' no 'real' conflicts within their field of activity. Consequently, time had to be dedicated initially to identifying and describing the conflicts affecting the individual participants.
Conflicts use up a lot of energy and cause resources to be squandered. Even if they are not consciously registered they impair human interaction. The present project has contributed to bringing the topic of conflict resolution to the fore, and to the recognition of its general importance.
“In our technological society, technique is the totality of methods rationally arrived at and having absolute efficiency (for a given stage of development) in every field of human activity.” (Ellul, 1964) p. xxv.
A totality of methods….not just manufacturing, or what we call high-tech, but also advertising, politics (think of the subtlety with which “spin” is applied), management, psychology, economic, and educational. This totality is brought to bear in every field of human activity…there are instruction manuals and self-help books for everything. By the way, an easy image to grasp this is to reflect on the runaway popularity of the “Blank….for Dummies” series.
This study focuses on the phenomenon of time and decision-making in schools by asking the phenomenological question' What does it look like to make decisions (relative to time and temporal situatedness)? ' It explores this question by working through the ideas of Heidegger's Nothingness, Merleau-Ponty's corporeality, van Manen's hermeneutics, Habermas' crisis, Bollnow's critique, Derrida's deconstruction, Foucault's poststructuralism, Nietzsche's free will, Innis' political history, Walker's music history, Hargreaves' Critical Theory, Mazis' dance, Morgan's metaphors, Wittgenstein's language logic, and Casey's remembering.
Essentially, the thesis attempts to raise to awareness the intellectual pause, the moment that gives us deep appreciation for our roles as decision-makers and an awareness of decisions about to be made. If we are nothing more than movers-moving-in-endless-motion through a spiraling maze of decision-making, then as situated beings we are faced with the possibility of thinking ourselves back to awareness, thus entering into genuine dialogue with one another.
It is also important to recognise, as this review does, that leadership is all about human behaviour. Too much leadership writing is purely conceptual. Of course, there is nothing inherently wrong with conceptual thinking, it is the mainstay of analysis, but the important thing to keep in view is that when we consider school leadership we are actually concerned with leadership practice – with how it is exercised and transacted.
This guide was prepared by the Ontario Ministry of Education as part of an initiative to support student success in literacy. In particular, it focuses on boys’ literacy. Based on an international review of effective practices, the guide is intended to stimulate discussion of this important issue among educators in Ontario and to provide practical and effective strategies that teachers across the province can put to use in the classroom, both immediately and over the longer term.
The Special Olympics Sports Skills Program Guide is a step-by-step plan for teaching sports skills to people with mental retardation. It can be used in a variety of ways to: Coach Special Olympics athletes for competition Coach participants in a community recreation program Teach in a physical education classroom format Teach as part of a therapeutic recreation setting Teach within a family, just for fun. This guide is designed to meet the needs of a widely diverse group of people, who may also exhibit any number of physical impairments. Suggestions for modifications and adaptations are included.
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