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UNDERSTANDING LEADERSHIP DISCUSSION QUESTIONS, ACTIVITIES AND CASE STUDIES CHAPTERS NINE THROUGH THIRTEEN

NAME: CHAPTER 09: SOCIAL CHANGE LEADERSHIP Discussion Questions 1. Describe the characteristics of a citizen leader.

2. Discuss in detail the similarities of the 3 leadership models of social change presented in this chapter.

3. Discuss in detail the 3 components of the social change leadership theory. a. Creating Change

b. Collaboration c. Civic Leadership 4. Discuss the 3 levels of interaction described in the social change model. a. Individual Level

b. Group Level c. Community/society Level 5. What do you believe is the overall purpose of the social change approach to leadership? Explain.

Activity 1. Provide an example of social change leadership process that you have observed in your own community. 2. If you decide to participate as a social change agent, what public issue or issues do you believe warrant immediate attention? What role could you play in the solution? CHAPTER 10: RISK LEADERSHIP

Discussion Questions 1. Discuss the three things that motivate risk leaders to make the decision to act a. Reason #1

b. Reason #2 c. Reason #3 2. Discuss the relationship between risk agents, the risk agency, and other organizational players. What roles do each of these groups play in the risk leadership event?

3. Discuss the costs and benefits of engaging in risk leadership. Activity The Risk Leadership Inventory is a self-assessment designed to measure your practice of risk leadership. Read each statement carefully and determine the choice that best corresponds with your actual behavior.

1 2 3 4 5

Rarely Once in a While Sometimes Fairly Often Almost Always

For each question, record the number corresponding to your response in the space provided. 1. I assume personal responsibility for success of my organization (1) 2. I encourage and participate in teamwork with those who share similar beliefs. (1) 3. When I argue my position with management, the argument is based on reason and evidence. (2) 4. Despite differences, I am willing to work with management for the good of the organization. (3) 5. I am willing to both challenge and collaborate with management, even if doing so feels uncomfortable. (3) 6. Organizational improvement is my responsibility. (1) 7. Using rational arguments, I openly challenge the policies of management. (2) 8. Following management’s reaction to my challenge to their power, I am able to refuse to change my position. (2) 9. I stand my ground even when management threatens punishment. (2) 10. I stand up to management when they are wrong. (2) 11. I assume personal responsibility for my work assignment. (1) 12. I actively seek out and join others who share my concerns about the organization. (1) 13. Even after management re-exerts power, I refuse to bend. (2) 14. My allies and I are unified in our concern for the collective good of our organization. (1) 15. I am not afraid to present an alternative agenda to management policies. (2) 16. I recognize the limitations and competencies of upper management. (1) 17. I actively seek consensus with my organizational allies. (1) 18. I demand that management recognize my right to confront and challenge them. (1) 19. I recognize my strengths and weaknesses as an effective organizational player. (1) 20. I am willing to engage in extended conflict with management. (2) 21. When I believe my stance is justified, I stand my ground. (2) 22. I am prepared to oppose management when I am convinced that my position is right. (2) 23. I have a good understanding of the strengths and weaknesses of my organization. (1) 24. I am willing to risk conflict with management for the purpose of making our organization better. (2) 25. Even after extended conflict, I appreciate management’s value to the organization. (3) 26. I join others to create an alternative agenda for organizational success. (1) 27. I am willing to work with management to establish a common vision and purpose for our organization. (3) 28. I deny management’s ability to exercise power when current policies hurt the organization. (2) 29. I am willing to continually engage in confrontational strategies to make our organization better. (3) 30. I recruit others, both within and outside the organization, to serve as allies (1)

1. To calculate your total Risk Leadership score, simply add your total points on all 30 questions. a. Risk Leadership Score: . An average score is about 90. If you score above 120, you are a risk leader. If you score less than 60, you rarely engage in risk leadership.

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Unit9. Case Study

Unit9. Case Study



School of Software, Dalian Jiaotong University
© Arrow Wu @ SS, DJTU. 2011
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Best practices/lessons learned

Align business/IT architectures through service modeling To develop agile business processes, address full services lifecycle

Business processes were not clearly defined and were redundant across different business units.
Functions such as finance, fulfillment, manufacturing, and human resources were executed many times and inconsistently across the company.

School of Software, Dalian Jiaotong University
© Arrow Wu @ SS, DJTU. 2011
-4-
The background (cont.)

Lou Gerstner (IBM董事长兼CEO) decided:
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IBM needed to be an integrated solutions company solving customer problems, not a point-product sales business. Costs had to be cut
外研社2023大学思辨英语教程 精读4Unit_13_开放周备课示范PPT

外研社2023大学思辨英语教程 精读4Unit_13_开放周备课示范PPT

Intensive Reading IVUnit 13What Is History课文讲授环节的设计思路•课程介绍•主要问题：语言与思辨•对二者的理解及其相互关系•课堂实施过程•尚待探索的问题语言与思辨 I•语言•具体内容：多方面+多维度•实现途径：学生自学；课文讲解；课堂练习；前情回顾；前后单元语言知识与技能的回顾与总结；课下写作任务•教师作用：督促语言学习；提示学习方法；检测学习效果（而非代替学生自主学习）语言与思辨 II•思辨•具体内容：多方面；正确看待学科知识与思辨技能•实现途径：思辨性课堂任务包含内容与技能两个维度，结合具体任务提出思辨策略，指导思辨能力培养语言与思辨 III•语言与思辨的关系•并非对立，而是互相渗透结合 需要进一步探索二者协同发展的策略课堂具体实施Question 1Choose from the following features of positivist historians: •viewing historical knowledge as facts •pessimistic about achieving ultimate history •reflecting the self-confidence of the beat generation •_________________•_________________Question 2Correct mistakes, if any:•Lest anyone think the question meaningless, I’ll take as my text two passages…•Final history we cannot have in this generation; but we can dispose conventional history.•Acton speaks out of the positive belief … of the later Victorian age; Sir Clark echoes the bewilderment … of the beaten generation.Question 3Think of synonyms for the following:•(the question seeming meaningless and) superfluous •judicious (division of labor)•(pundits contradicting each other) flagrantlyQuestion 4Translate the following into Chinese: •When we attempt to answer the question “What is history?” our answer, consciously or unconsciously, reflects our own position in time, and forms part of our answer to the broader question what view we take of the society in which we live.讲解过程中特别提示分析方法和自主学习方法Introduction: by what?Lord Aton & Sir Clark: •Why these two historians (to merit this comparison at all)? group work: main contentions by Acton? •Key words/phrases from Acton? •Issues of historical study touched upon?material selectioninstruction:contentinstruction:skillDisagreement: Lord Acton vs. Sir Clark Issues of concern:•methods for historical study: •knowledge of history: •objectives (end product/nature of history): •relationship between historians:Historiography demo.ofwhattohave review of textDemonstration: analysis of one part•steps in the process:•overall structure→ key word reading of text→analysis of method→ clarification of key ideas →critique/application•both language & content/critique indispensable;success one depends on the otherCarr’s argument II (para. 6)For long paragraphs like this, work out the structure first. target: common-sense view •What is Carr having problem with?refutation 1: •What is it?•To argue his point, what methods does Carr use? •(modification of his criticism about the common-sense view?) 1. overall structure 2. key-word reading 3. method 4. modification of language by contentCarr’s argument II (para. 6)R. 2: establishment as basic facts resting not on___ but on___ •Methods of argument? Let’s read the lines together. (cf. those for R.1) •In spite of C. P. Scott’s motto, every journalist knows that the most effective way to influence opinion is by the selection and arrangement of the appropriate facts. •The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context. •Pirandello's character saying that a fact is like a sack—won’t stand up till you’ve put something in it.•The only reason we are interested to know that the battle was fought at Hastings in 1066 is that historians regard it as a major historical event. •Caesar crossing Rubicon; your arriving in buildingquotation+analogy historians’ practice quotation: lit. echo of e.g. in R. 1 The conclusion?Carr’s argument II (para. 6)•Now that we’ve understood the author’s ideas, let’s give our own comment: to what extent do you agree? •R. 1: Facts are not what the historian is primarily concerned with. •R. 2: the necessity to establish these basic historical facts rests not quality in the facts but on a priori decisions of the historian.•Possible strategy: follow-up questions , by thinking along theauthor’s logic, or by focusing on key ideas/concepts in statements.instruction: content instruction: skillHistory of two universities: table of contents尚待探索的问题•语言•学生input方面相对较好，output方面如何加强•思辨•思辨能力可以通过训练提高，但如何在学生可以承受的工作量下提高其知识储备。

Chapter 1 questions

Chapter 1 questions



Chomsky thinks that what linguists should study is the ideal speaker's competence, because the speaker's performance is too haphazard to be studied. The task of linguists is to discover and specify the speaker'gue ,false starts, unnecessary pauses, among other things, all belong to the imperfection of performance .A person may make grammatical mistakes in speech, but that does not mean that he does not know the rule.If he is given an ungrammatical sentence, he can recognize it as ungrammatical . The point is that a speaker's performance does not always match his competence.

This fundamental distinction is discussed by Chomsky in his Aspects of the Theory of Syntax.A language user's underlying knowledge about the system of rules is called linguistic competence. While performance refers to the actual use of language in concrete situations. Competence enables a speaker to produce and understand an indefinite number of sentences and to recognize grammatical mistakes and ambiguities. A speaker's competence is stable, but his performance is often influenced by psychological and social factors. For example, a speaker's competence is stable but on certain occasions he may not perform very well due to various factors such as pressure, distress, anxiety, or embarrassment.
国外慕课(MOOCs)研究综述(2009-2020)

国外慕课(MOOCs)研究综述(2009-2020)

理论劲究****************国外慕课(MOOCs)研究综述(2009—2020)程建山(武汉工程大学外语学院，武汉430205)摘要：自2008年慕课(MOOC)诞生以来，有关这种新型开放式学习方式的研究不断增多。

为了更好地了解国外MOOC研究的趋势和主题，有必要对MOOC研究进行全面的分析与综合。

本文通过回顾2009年至2020年在国外期刊发表的294篇文献，系统探究慕课的起源、定义、分类、平台、优缺点以及研究的趋势和主题。

目的是对MOOC的研究进行全面、系统的评价，以帮助MOOC研究者更多地了解MOOC的研究主题、研究趋势和典型的研究方法，并为MOOC的未来研究提供一些参考和启示。

关键词：大规模开放式在线课程；慕课；综述；研究趋势中图分类号：G434文献标识码：A文章编号：2095-5995(2021)05-0017-08大规模的开放式在线课程(MOOC)是一种在线学习环境，学习者可以免费访问并以极低费用或免费注册m。

MOOC与传统的在线课程之间的区别在于，MOOC对所有潜在的学习者都是开放的，并且如果学习者无意获得证书，通常不会收取注册费。

随着MOOC参与者数量逐年增加，公众对MOOC 的兴趣和关注也随之增加。

过去几年来，有关MOOC的接受度、优势、设计、实施、影响和成果的实证研究增长迅速図。

为了更好地了解国外MOOC研究的趋势和主题，我们有必要对MOOC 研究进行全面系统的分析与综合。

对MOOC研究的深入分析可以帮助政府和决策者从战略上规划MOOC和其他形式的开放教育所带来的教育机会,还可以帮助MOOC研究人员掌握现有MOOC研究中的不足和空白。

此外，对MOOC的研究进行全面、系统的回顾，可以帮助教育工作者了解远程教育中这一新兴领域的概念以及其中存在的问题和挑战。

本研究的目的是对MOOC的研究进行全面、系统的评价，以帮助MOOC研究人员更多地了解MOOC的研究主题、研究趋势和典型的研究方法，并为MOOC的未来研究提供一些参考和启示。