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THEORRY -- The Higher Education of Research Resource Yield --is
written for the modern college or university student scholar.
THEORRY empowers undergraduate students to be renaissance scholars
and apply academic data driven decision making as research leaders
and apply practical logical model decision making as resource
managers before, during and after the college experience. The Work
includes three important Chapters with sections concerning
leadership empowerment through research literacy and management
development through logic modelling for today s renaissance student
scholar on the modern college or university campus. We embraced the
varying definitions of the renaissance person to conceptualize our
unique definition. Generally, a renaissance person is defined as
intellectual, cultured, well rounded, well grounded, experienced,
educated, accomplished, or a person who draws from wide ranging
bodies of knowledge. Specifically, we define the modern renaissance
student as modern scholar who is well balanced from being: (a)
empowered with knowledge about research leadership from seeking
competence in research literacy at the freshman, sophomore, junior
and senior levels of college and; (b) engaged in skill development
about logic modelling from seeking competence in resource
management during and after college education to support the
process of lifelong learning. This is book about academic, logical
and practical decision making. In today's challenging and complex
society where and when managing life for results must be part of
habitual orientation for intellectual decision making and
data-driven analysis in everyday living, students from all stations
and stages should plan ahead, organize well and evaluate daily
activities on the job, at home, in the global community. This is
especially true for students in today s higher education who seek
ongoing intellectual growth, student life management, and continued
lifelong learning. This book provides a framework for decision
making before college, during college, and after college. After
all, daily student management should be a lifelong commitment; not
just an experience, activity, or exercise that illuminates from
challenges in our lives. Often, daily life with unanticipated
issues, concerns, challenges could be the result of illogical
thinking, inessential preparation, inadequate information,
ineffective conceptualization, inefficient organization, failure of
being proactive, failure in not seeing all the parts of the whole,
or personal poor planning. This phenomenon accounts for many
students inability to choose major, a minor, or a degree. The
management logic matrix introduced in our second Chapter, entitled
THINK, (called ZOOOM ) can be an effective and efficient resource
for confronting daily these challenges. We use real-life (academic
and practical) examples to illustrate the application of our logic
model. To broaden practical thinking to academic context, our book
includes references for some best practices and lessons learned in
the business (private sector) and public administration (public
sector). Especially in today s global economy, these challenges
fall under all kinds of managing situations particularly in the
present economy, we have found that students with limited time,
limited resources, and limited support need systematic structures
to manage the simplest of tasks as well as other tasks with more
compelling complexity. All management challenges require the
organization of the resources, the identification of outputs and
outcomes, and the measurement of the work completed. The work
empowers students and other readers to meet these daily life
management challenges. The study provides a framework for decision
making before college, during college, and after college.
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