David W. DeLong
- Published in print:
- 2004
- Published Online:
- September 2007
- ISBN:
- 9780195170979
- eISBN:
- 9780199789719
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195170979.003.0012
- Subject:
- Business and Management, Knowledge Management
This chapter identifies four sources of problems that promote knowledge loss in organizations by creating barriers to knowledge sharing and knowledge management. It suggests change management ...
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This chapter identifies four sources of problems that promote knowledge loss in organizations by creating barriers to knowledge sharing and knowledge management. It suggests change management strategies for dealing with them. The sources identified are: the fact that no one gets promoted for investing in knowledge retention; poor interpersonal expert/novice dynamics; organizational conflict that undermines knowledge sharing; and the psychological trap of “competing commitments” that creates organizational barriers to action.Less
This chapter identifies four sources of problems that promote knowledge loss in organizations by creating barriers to knowledge sharing and knowledge management. It suggests change management strategies for dealing with them. The sources identified are: the fact that no one gets promoted for investing in knowledge retention; poor interpersonal expert/novice dynamics; organizational conflict that undermines knowledge sharing; and the psychological trap of “competing commitments” that creates organizational barriers to action.
James Carter
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195398854
- eISBN:
- 9780199894413
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195398854.003.0003
- Subject:
- Religion, Buddhism
Tanxu becomes the student of Master Dixian, one of the pre-eminent monks of the period. Studying in Dixian’s seminary in Ningbo, Tanxu learns not only the essentials of becoming a monk, but also ...
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Tanxu becomes the student of Master Dixian, one of the pre-eminent monks of the period. Studying in Dixian’s seminary in Ningbo, Tanxu learns not only the essentials of becoming a monk, but also perceives the deep linguistic and cultural differences that separate China’s regions, particularly north from south. Tanxu travels with Dixian to Beijing, where he makes many of the important contacts that will enable him to promote his nationalist agenda in the years to come. Back in Ningbo, Tanxu is frustrated by the isolation of the seminary and leaves, against Dixian’s wishes, to spread Buddhism in North ChinaLess
Tanxu becomes the student of Master Dixian, one of the pre-eminent monks of the period. Studying in Dixian’s seminary in Ningbo, Tanxu learns not only the essentials of becoming a monk, but also perceives the deep linguistic and cultural differences that separate China’s regions, particularly north from south. Tanxu travels with Dixian to Beijing, where he makes many of the important contacts that will enable him to promote his nationalist agenda in the years to come. Back in Ningbo, Tanxu is frustrated by the isolation of the seminary and leaves, against Dixian’s wishes, to spread Buddhism in North China
Paul Rorem
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195384369
- eISBN:
- 9780199869886
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195384369.003.0003
- Subject:
- Religion, History of Christianity
This chapter introduces and summarizes On Grammar, On Practical Geometry, On the Formation of Novices (De institutione novitiorum), and the Notes (Notulae) on the Octateuch. It covers Hugh’s concepts ...
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This chapter introduces and summarizes On Grammar, On Practical Geometry, On the Formation of Novices (De institutione novitiorum), and the Notes (Notulae) on the Octateuch. It covers Hugh’s concepts of the good creation and biblical history, including the books of Genesis and Job, as well as the education and overall formation of Victorine novices.Less
This chapter introduces and summarizes On Grammar, On Practical Geometry, On the Formation of Novices (De institutione novitiorum), and the Notes (Notulae) on the Octateuch. It covers Hugh’s concepts of the good creation and biblical history, including the books of Genesis and Job, as well as the education and overall formation of Victorine novices.
Thomas A. Borchert
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780824866488
- eISBN:
- 9780824875657
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824866488.001.0001
- Subject:
- Anthropology, Asian Cultural Anthropology
Educating Monks examines the education and training of novices and young Buddhist monks of a Tai minority group on China’s Southwest border. The Buddhists of this region, the Dai-lue, are Chinese ...
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Educating Monks examines the education and training of novices and young Buddhist monks of a Tai minority group on China’s Southwest border. The Buddhists of this region, the Dai-lue, are Chinese citizens but practice Theravada Buddhism and have long-standing ties to the Theravāda communities of Southeast Asia. The book shows how Dai-lue Buddhists train their young men in village temples, monastic junior high schools and in transnational monastic educational institutions, as well as the political context of redeveloping Buddhism during the Reform era in China. While the book focuses on the educational settings in which these young boys are trained, it also argues that in order to understand how a monk is made, it is necessary to examine local agenda, national politics and transnational Buddhist networks.Less
Educating Monks examines the education and training of novices and young Buddhist monks of a Tai minority group on China’s Southwest border. The Buddhists of this region, the Dai-lue, are Chinese citizens but practice Theravada Buddhism and have long-standing ties to the Theravāda communities of Southeast Asia. The book shows how Dai-lue Buddhists train their young men in village temples, monastic junior high schools and in transnational monastic educational institutions, as well as the political context of redeveloping Buddhism during the Reform era in China. While the book focuses on the educational settings in which these young boys are trained, it also argues that in order to understand how a monk is made, it is necessary to examine local agenda, national politics and transnational Buddhist networks.
Mark D. LeBlanc and Betsey Dexter Dyer
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195305890
- eISBN:
- 9780199773862
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195305890.001.0001
- Subject:
- Biology, Biomathematics / Statistics and Data Analysis / Complexity Studies
The book presents a hands-on introductory guide to DNA sequence analysis. This can be depicted as a linear map of As, Cs, Gs, and Ts; however, such a map only hints at the varied contours and ...
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The book presents a hands-on introductory guide to DNA sequence analysis. This can be depicted as a linear map of As, Cs, Gs, and Ts; however, such a map only hints at the varied contours and crevices, twists, kinks, loops, and nodes of the extraordinary double helix. The book uncovers why Perl is the language of choice when identifying patterns in strings of text. It offers a simplified approach to programming that is applicable to biological sequence analysis, especially geared to those who do not have prior programming experience. Concepts include good programming practices, creative approaches to teaching and working with strings and files of sequence data, and sequence related applications of regular expressions, control structures, arrays, and hash tables. A linguistic metaphor is used throughout the text to complement an exceptionally friendly and pedagogically sound introduction to sequence analysis via Perl programming.Less
The book presents a hands-on introductory guide to DNA sequence analysis. This can be depicted as a linear map of As, Cs, Gs, and Ts; however, such a map only hints at the varied contours and crevices, twists, kinks, loops, and nodes of the extraordinary double helix. The book uncovers why Perl is the language of choice when identifying patterns in strings of text. It offers a simplified approach to programming that is applicable to biological sequence analysis, especially geared to those who do not have prior programming experience. Concepts include good programming practices, creative approaches to teaching and working with strings and files of sequence data, and sequence related applications of regular expressions, control structures, arrays, and hash tables. A linguistic metaphor is used throughout the text to complement an exceptionally friendly and pedagogically sound introduction to sequence analysis via Perl programming.
Alvin I. Goldman
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195138795
- eISBN:
- 9780199833252
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195138791.003.0007
- Subject:
- Philosophy, Metaphysics/Epistemology
In everyday life, novices often defer to the testimony of experts in deciding what to believe. But when putative experts disagree, how can a novice justifiably decide which expert to trust? Five ...
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In everyday life, novices often defer to the testimony of experts in deciding what to believe. But when putative experts disagree, how can a novice justifiably decide which expert to trust? Five methods are considered: listening to their arguments and counter‐arguments, determining who has more agreement from other experts, consulting the ratings of metaexperts, checking the biases of the contenders, and consulting their respective track records. Going with greater numbers seems promising but depends on problematic assumptions. Appealing to track records, though ostensibly beyond a novice's ken, is shown to be possible and sometimes quite helpful.Less
In everyday life, novices often defer to the testimony of experts in deciding what to believe. But when putative experts disagree, how can a novice justifiably decide which expert to trust? Five methods are considered: listening to their arguments and counter‐arguments, determining who has more agreement from other experts, consulting the ratings of metaexperts, checking the biases of the contenders, and consulting their respective track records. Going with greater numbers seems promising but depends on problematic assumptions. Appealing to track records, though ostensibly beyond a novice's ken, is shown to be possible and sometimes quite helpful.
Donald J. Peurach
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199736539
- eISBN:
- 9780199914593
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736539.003.0015
- Subject:
- Psychology, Developmental Psychology
This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details ...
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This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details components of SFAF’s strategy for supporting implementation: an extensive program adoption process; a replication process that combined detailed elaboration of intended practice with extensive scaffolding opportunities; and a developmental sequence intended to take schools from novice to expert users of the program. Further, the chapter continues to develop the paradox from Chapter 1. On the one hand, SFAF’s support for implementation increased the possibility of effecting professional practice and learning in large numbers of underperforming schools. On the other hand, these same supports increased the risk of bureaucratic and/or technocratic interpretations of the program. Finally, the chapter continues to examine enthusiasm and criticism that arose from Success for All’s early efforts: in this case, among the teachers using the program.Less
This chapter examines SFAF’s work devising supports for implementing its comprehensive school reform program at scale, in large numbers of chronically-underperforming schools. The chapter details components of SFAF’s strategy for supporting implementation: an extensive program adoption process; a replication process that combined detailed elaboration of intended practice with extensive scaffolding opportunities; and a developmental sequence intended to take schools from novice to expert users of the program. Further, the chapter continues to develop the paradox from Chapter 1. On the one hand, SFAF’s support for implementation increased the possibility of effecting professional practice and learning in large numbers of underperforming schools. On the other hand, these same supports increased the risk of bureaucratic and/or technocratic interpretations of the program. Finally, the chapter continues to examine enthusiasm and criticism that arose from Success for All’s early efforts: in this case, among the teachers using the program.
Donald J. Peurach
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199736539
- eISBN:
- 9780199914593
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736539.003.0017
- Subject:
- Psychology, Developmental Psychology
This chapter examines SFAF’s work scaling up the installed base of schools and its own organization. This was work performed concurrent with designing and supporting, and in interaction with ...
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This chapter examines SFAF’s work scaling up the installed base of schools and its own organization. This was work performed concurrent with designing and supporting, and in interaction with increasing policy support. Extending the pattern introduced in Chapter 1, the chapter details how interactions among newly-adopting schools, the program, SFAF as an organization, and U.S. policy environments supported the rapid scale up of the Success for All network, from 1 to 1600 schools in twelve years. At the same time, the chapter details how these same dynamics drove widespread interpretation of Success for All as either a bureaucratic or a technocratic intervention (and not a resource for professional practice and learning). Rather than supporting expert, adaptive use, a consequence of these interpretations was that an estimated 75% of SFAF’s 1600 schools were locked into novice use and into rote, mechanical implementation, with the root cause being SFAF’s own training organization.Less
This chapter examines SFAF’s work scaling up the installed base of schools and its own organization. This was work performed concurrent with designing and supporting, and in interaction with increasing policy support. Extending the pattern introduced in Chapter 1, the chapter details how interactions among newly-adopting schools, the program, SFAF as an organization, and U.S. policy environments supported the rapid scale up of the Success for All network, from 1 to 1600 schools in twelve years. At the same time, the chapter details how these same dynamics drove widespread interpretation of Success for All as either a bureaucratic or a technocratic intervention (and not a resource for professional practice and learning). Rather than supporting expert, adaptive use, a consequence of these interpretations was that an estimated 75% of SFAF’s 1600 schools were locked into novice use and into rote, mechanical implementation, with the root cause being SFAF’s own training organization.
Joan Greatrex
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199250738
- eISBN:
- 9780191728570
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199250738.003.0002
- Subject:
- History, British and Irish Medieval History, History of Religion
This chapter follows the would-be monk from the day of his arrival at the monastery, seeking admission, to his profession, which usually took place at the end of the first year. It describes his ...
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This chapter follows the would-be monk from the day of his arrival at the monastery, seeking admission, to his profession, which usually took place at the end of the first year. It describes his tonsuring and clothing in the habit and the period of probation during which he listened to regular readings of the Benedictine Rule and received instruction in the customs and daily routine of the house. He was expected to memorize the Rule and psalter and to begin his studies, academic as well as spiritual, under a monk master.Less
This chapter follows the would-be monk from the day of his arrival at the monastery, seeking admission, to his profession, which usually took place at the end of the first year. It describes his tonsuring and clothing in the habit and the period of probation during which he listened to regular readings of the Benedictine Rule and received instruction in the customs and daily routine of the house. He was expected to memorize the Rule and psalter and to begin his studies, academic as well as spiritual, under a monk master.
Joan Greatrex
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199250738
- eISBN:
- 9780191728570
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199250738.003.0003
- Subject:
- History, British and Irish Medieval History, History of Religion
After profession, the novice continued his studies either in the cloister or, in the case of a few, at university. Only the most intellectually promising were sent to Oxford or Cambridge and most of ...
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After profession, the novice continued his studies either in the cloister or, in the case of a few, at university. Only the most intellectually promising were sent to Oxford or Cambridge and most of these were not permitted to remain long enough to obtain a degree. Those who remained behind were able to benefit from the extensive book collections in the cathedral libraries in continuing their studies. All the novices were also being prepared to receive the three major orders, those of subdeacon, deacon and priest. Only after priestly ordination did the monks begin to play an active and responsible role in the affairs of the monastery.Less
After profession, the novice continued his studies either in the cloister or, in the case of a few, at university. Only the most intellectually promising were sent to Oxford or Cambridge and most of these were not permitted to remain long enough to obtain a degree. Those who remained behind were able to benefit from the extensive book collections in the cathedral libraries in continuing their studies. All the novices were also being prepared to receive the three major orders, those of subdeacon, deacon and priest. Only after priestly ordination did the monks begin to play an active and responsible role in the affairs of the monastery.
