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Chapter 3

Marianne Boruch Indiana University Press ePub

Chapter 3

Jack had told me about her, about Frances. Just a year older than I was but at 21, married three years, a widow for eight months now, since the car crash in Colorado. She never even tried college—are you nuts? Study that shit? she’d said. She had a job somewhere. He wasn’t sure exactly, something with children. Maybe a teacher’s aide in a classroom. Or maybe some place for kids too young for school, but their parents worked all day. Jack knew her because he knew Ned.

Her husband, Ned. I remember seeing him around that small town, DeKalb, Illinois. Thick red hair grown out haywire. Certain guys could manage that, the curly-headed ones who refused haircuts, months into years. As was habit then. I guess you’d call him a hippie, capital H. If you saw him, you’d think that, hippie, no question, Ned at the far edge of that grid. More than the usual drugs. That was rumor. Yet here he was—a husband. Some retro moment in the-life-so-far had flooded his future. Dramatic, exotic in a twisted, Ward Cleaver sort of way: to be married, at our age. I couldn’t imagine. Thus Frances, a wife at 17. But suddenly, thus not. After the crash, I mean. Ned-the-no-longer, Ned never-more-to-be. And Frances, a young woman abruptly older by way of a story and a shadow, its weight each morning when she came to again from whatever she had dreamt, whoever she was in that place of dreams. Not that I could absorb any of it. Not that it was even my business.

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"H" Words: SSAT-ISEE Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781576753033

Chapter Eleven Global to Local What You Can Do

Berrett-Koehler Publishers ePub

AS THE TWENTY-ONE AUTHORS OF THIS BOOK have met with hundreds of thousands of other individuals over the past decade in protests, social experiments, local house meetings, national hearings, global teach-ins, and the World Social Forums, we have experienced the transformation of anger about economic globalization into a politics of hope for the future. Hope lies in many promising events, from the declining legitimacy of the key institutions of corporate globalization to the flowering of citizen groups and peoples’ movements to the emergence of new governments that reject the old models. Most fundamentally, hope lies in the remarkable spectrum of alternatives work that spans piecemeal reform to visionary proposals and local economic experiments to national transformations in countries like Brazil.

After decades of Margaret Thatcher and other globalization cheerleaders telling us there were no alternatives, that fiction has been exposed. There are alternatives—tens of thousands of them. The failing legitimacy of the institutions of global corporate rule combined with the political force of an enlivened civil society have created an unprecedented moment of opportunity to rethink and transform the institutions of economic life, advance the democratic project, and realize the ageless human dream of liberty, justice, and prosperity for all.

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Medium 9781567262339

Chapter 4: Competencies Required to Manage Complex Projects

Hass, Kathleen B. Berrett-Koehler Publishers ePub

The Australian Defence Materiel Organisation expresses a contemporary viewpoint regarding complex projects: “It is broadly accepted that complex projects require a very different set of competencies…. Complex projects are characterized by uncertainty, non-linearity, and recursiveness, and are best viewed as dynamic and evolving systems.”1

What makes a project manager competent? In this chapter we consider the different competencies needed for the senior project manger and explore the emerging understanding of the competencies needed for the complex project manager.

Considerable knowledge, skill, and experience are required to manage projects. Table 4-1 presents the array of competencies involved in leading projects, including technical, analytical, business, and leadership expertise.

TABLE 4-1. Skill Requirements for Senior Project Leaders

In addition, we can look to the Project Manager Competency Development Framework2 published by PMI for an exhaustive assessment of project management competencies. This PMI® standard discusses several dimensions of competency that are needed for successful project performance, including project management knowledge competence, project management personal competence, and project management performance competence:

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Medium 9781935249719

Chapter 6: Managing Student Behavior

Martin Henley Solution Tree Press ePub

MANAGING PROBLEM BEHAVIORS IS A PRIMARY CONCERN within inclusive classrooms. Effective discipline requires flexibility. No single approach to classroom management can possibly meet the diverse needs presented by special education students. There is an old saying, “If the only tool you have is a hammer, you will deal with every problem as if were a nail.” Like skilled carpenters, inclusive teachers must be able to select the appropriate behavior management tool to deal with a specific situation.

Changing one’s own behavior is difficult; attempting to change another’s behavior is formidable. Direct attempts to change another individual are usually met with resentment and resistance. For many years, behavior modification was the preferred approach to managing behavior problems presented by special education students. The emphasis was on controlling student behavior through systematic application of rewards and punishment. Behavior modification techniques, used appropriately, can be a useful tool for some behavior situations. However, overuse of rewards and punishment places too much emphasis on controlling student behavior and not enough emphasis on teaching students to control their own behavior.

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