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sha towers

At Libraries, Quiet Makes a Comeback - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...132885

chronicle higher education libraries quiet

shared by sha towers on 20 Jul 12 - No Cached
  • The buzzing of smartphones, the clacking of computer keys, the chatter of study groups: Academic libraries aren't the quiet temples to scholarship they used to be. Personal portable technology takes some of the blame. So does the current pedagogical emphasis on group work. In response to students' devices and habits, many librarie
  • According to Elizabeth Leslie Bagley, director of library services, the students asked for designated quiet zones. "They supported the idea of not having laptops and iPods" in those spaces, she says. "They are pretty vigilant about policing it."
  • sha towers on 20 Jul 12
     
    a quote from one of our own, Karen G. Schneider!
sha towers

12 Ways to Know If You Are a Leader | Michael Hyatt - 0 views

michaelhyatt.com/-know-if-you-are-a-leader.html

leadership LIAL2011

shared by sha towers on 17 Apr 12 - No Cached
  • sha towers on 17 Apr 12
     
    leadership is a choice not a title
sha towers

Frames Self-Rating Scale - 0 views

www.leebolman.com/frames_selfrating_scale.htm

frames harvard leadership LIAL2011

shared by sha towers on 21 Oct 11 - No Cached
  • sha towers on 21 Oct 11
     
    lee bolman site with frames/reframing resources
sha towers

Why Do Some People Learn Faster? | Wired Science | Wired.com - 0 views

www.wired.com/...-do-some-people-learn-faster-2

education learn learning mistakes Wired.com

shared by sha towers on 05 Oct 11 - No Cached
  • physicist Niels Bohr once defined an expert as “a person who has made all the mistakes that can be made in a very narrow field.
  • one of the essential lessons of learning, which is that people learn how to get it right by getting it wrong again and again
  • Why are some people so much more effective at learning from their mistakes? After all, everybody screws up. The important part is what happens next. Do we ignore the mistake, brushing it aside for the sake of our self-confidence? Or do we investigate the error, seeking to learn from the snafu?
  • ...9 more annotations...
  • two distinct reactions to mistakes, both of which can be reliably detected using electroenchephalography, or EEG.
  • Carol Dweck, a psychologist at Stanford. In her influential research, Dweck distinguishes between people with a fixed mindset — they tend to agree with statements such as “You have a certain amount of intelligence and cannot do much to change it” — and those with a growth mindset, who believe that we can get better at almost anything, provided we invest the necessary time and energy. While people with a fixed mindset see mistakes as a dismal failure — a sign that we aren’t talented enough for the task in question — those with a growth mindset see mistakes as an essential precursor of knowledge, the engine of education.
  • Dweck
  • conducted in twelve different New York City schools along with Claudia Mueller, involved giving more than 400 fifth graders
  • After the children finished the test, the researchers told the students their score, and provided them with a single line of praise. Half of the kids were praised for their intelligence. “You must be smart at this,” the researcher said. The other students were praised for their effort: “You must have worked really hard.”
  • soon became clear that the type of compliment given to the fifth graders dramatically affected their choice of tests.
  • When kids were praised for their effort, nearly 90 percent chose the harder set of puzzles. However, when kids were praised for their intelligence, most of them went for the easier test. What explains this difference? According to Dweck, praising kids for intelligence encourages them to “look” smart, which means that they shouldn’t risk making a mistake.
  • Students praised for their intelligence almost always chose to bolster their self-esteem by comparing themselves with students who had performed worse on the test. In contrast, kids praised for their hard work were more interested in the higher-scoring exams. They wanted to understand their mistakes, to learn from their errors, to figure out how to do better.
  • The problem with praising kids for their innate intelligence — the “smart” compliment — is that it misrepresents the psychological reality of education. It encourages kids to avoid the most useful kind of learning activities, which is when we learn from our mistakes
sha towers

Addictive Personality? You Might be a Leader - NYTimes.com - 0 views

www.nytimes.com/...24addicts.html

leadership LIAL2011 psychology nytimes

shared by sha towers on 29 Jul 11 - No Cached
  • psychological profile of a compelling leader
  • is also that of the compulsive risk-taker, someone with a high degree of novelty-seeking behavior. 
  • We’re now starting to understand the biology behind the blunted pleasure of addicts.  From studies comparing identical and fraternal twins, it is estimated that genetic factors account for 40 to 60 percent of the variation in the risk for addiction. But we are only in the early stages of understanding the role of genes in addiction; there is no one “addiction gene,” but it is likely that a large number of genes are involved in this complex trait.
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  • As a key motivator, pleasure is central to learning; if we did not find food, water and sex rewarding we would not survive and have children. Pleasure evokes neural signals that converge on a small group of interconnected brain areas called the medial forebrain pleasure circuit — tiny clumps of neurons in which the neurotransmitter dopamine plays a crucial role. 
sha towers

AOTUS: Collector in Chief | Thoughts on Leadership - 0 views

blogs.archives.gov/aotus

LIAL2011 leadership archives

shared by sha towers on 29 Jul 11 - No Cached
  • sha towers on 29 Jul 11
     
    Secretary of Defense Robert M. Gates Commencement Address at the U.S. Naval Academy.   Gates' leadership qualities: Vision-"the ability to get your eyes off your shoelaces… and see beyond the day-to-day tasks and problems."Deep Conviction-"a strength of purpose and belief in a cause that reaches out to others, touches their hearts, and makes them eager to follow."Self-confidence-"the quiet self-assurance that allows a leader to give other both real responsibility and real credit for success."Moral Courage-"the courage to chart a new course; the courage to do what is right and not just what is popular; the courage to stand alone; the courage to act."Integrity-"for a real leader, personal virtues-self-reliance, self-control, honor, truthfulness, morality-are absolute."Common Decency-"treating those around you-and, above all, your subordinates-with fairness and respect."
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