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Most Popular Books by Richard GreeneRichard Greene is the author of The Day After Midnight: A Dr. Charlie Davids Novel (2008), Selected Letters of Edith Sitwell (2007), Lawrence the Locomotive (2005), Poetic Justice (2016), Matchless Beauties: The Art of Pin-Up Matchbook Covers (2019).
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The Day After Midnight: A Dr. Charlie Davids Novel
release date: Jul 01, 2008
Selected Letters of Edith Sitwell
release date: Jul 23, 2007
release date: Jan 01, 2005
release date: Nov 17, 2016
Matchless Beauties: The Art of Pin-Up Matchbook Covers
release date: May 28, 2019
release date: Dec 01, 2005
An Anthology of Irish Literature
release date: Oct 01, 1985
Social & Idea Plasmas from Social & Idea Fusions -- Replicating Silicon Valley in China Using 45 Models of Innovation
release date: Jan 01, 2013
A Comparison of Benefit Structures in Retirement Systems in Georgia to Those in Private Industry
An Analysis of Credit Insurance
A Catalogue of a Part of the Very Curious and Well Known Museum of Natural and Artificial Curiosities Collected by the Late Dr. Greene of Litchfield ...
release date: Jan 01, 1999
64 Functions (& 4 Dimensions) of Leadership and Management
release date: Jan 01, 2013
Insurance and Risk Management for Small Business
National School Series. Introductory lessons in Reading and Elocution. Part first. Lessons in Reading, by R. G. P. ... Part second, Lessons in Elocution, by J. C. Zachos, etc
Non-protein Nitrogen Utilization by the Equine
Predicting Product Pricing, Versions, Sales Via Maps of Interactions of Cultures of Devices & Users
release date: Jan 01, 2013
Inflation and Life Insurance
Special Problems in Child and Adolescent Behavior
The Iron Marshal in Defeat
Progressive Exercises in Rhetorical Reading, etc
Progressive Exercises in English Composition
release date: Jan 01, 1988
Refining and Transportation - Residual Oil Processing
Multiple Models of Creativity
release date: Jan 01, 2013
Pedigree of Richard Greene of the Shelleys, Lewes
Multiple Objective Locations of Air Transport Hubs
release date: Jan 01, 2000
The National First Reader, Part I
Studies of the Air and Ground Resonance of Rotorcraft
A Report of the 1956 Midwestern Seminar on the Topic "The Technique of Underwriting Fire Insurance."
The Ten Commandments of Peak Performance
release date: Jan 21, 2018
The Boston School Compendium of Natural and Experimental Philosophy ... Sixth Edition, Stereotyped
48 Capabilities of Highly Educated People
release date: Jan 01, 2013
RESEARCH QUESTIONS -- causes of top performance in traditional fields, effective operations across disciplines, & solving problem in gaps between fields 1. What causes certain people to rise to the top of all traditional disciplines? 2. What is a scientific basis for cross-discipline work? 3. What will solve the narrowness problem of traditional disciplines causing more and more problems to fall in the cracks between them? 4. Is there such a thing as “educatedness” distinct from effectiveness and creativity, such that people can be effective and/or creative in various ways yet underperform for lack of “educatedness”? The Excellence Science research project got 315 eminent people in 63 strata of society, half American, half global, to nominate what enabled the best people in their own field to rise to the top, producing 54 orthogonal fields, cutting across all traditional fields and determining who rises to their tops, then they were asked to nominate 150 people in each of those 54 orthogonals. One of those orthogonals was “educatedness”. This paper reports what 150 highly educated-acting people, thusly nominated, said constituted their own “educatedness” and “educatedness” as they encounter it in others. In doing so it provides answers, some quite partial, to all the above research questions. RESEARCH APPROACH & METHOD -- two level nomination process identifies highly educated acting people asked to specify what educatedness is: 1. tap social consensus on what “highly educated people” are capable of, if it is there and accessible via indirect approaches 2. to bypass and/or heal ideological factions blocking policies to promote higher levels of educatedness attainment 3. by asking a highly diverse set of eminent people to nominate the most “highly educated-acting” people that they know 4. then surveying those “highly educated acting” people for what constitutes, in their view, their own “educatedness” 5. then surveying them for what behaviors and capabilities they expect from highly educated persons like themselves 6. get both representational and relational definitions of educatedness from these “highly educated-acting” persons LITERATURE POINTS -- Philosophers of education have distinguished education from learning (Arendt, 1954. 1993), procedural from declarative knowledge (Russell and Norvig, 2003), literacy in one''s own civilization from literacy in handling diverse civilizations (Geertz, 1983), training for performing existing social roles from training for inventing new social roles from training for refounding existing social roles on new technical and social substrates (Brown and Duguid, 2000), educating in order to socialize kids to your favored values from educating to free kids from your favored values (Anderson, 1983). These distinctions, are lost in a clutter of ideological conflicts about what sorts of human beings “to make” via education system Goliaths. GET BEYOND 5 DYSFUNCTIONS -- Five dysfunctions in policy discussions by publics and policy makers on “educating” and what it is to produce, from ideological contexts of discussion, are identified in this paper. Nevertheless, there might be considerable social consensus on what “educated person behavior” is, in various situations, available, perhaps, if we approach people outside of their usual ideological contexts. This paper reports the tapping of that latent consensus using artificial intelligence techniques from expert system building “protocol analysis” and customer requirements assessment techniques from total quality programs. The model it produced potentially resolves the five dysfunctions in policy discussions of “educating” and its intended outcomes. 150 people, nominated as “highly educated-acting” by 315 eminent people, half American, half global, in 63 strata of society, were given surveys asking them in over 20 diverse ways what their own “educatedness” was and what “educatedness” was in others. This paper reports a thorough bottom up categorization of their collective answers. RESEARCH RESULTS -- two categorical models of the 48 capabilities shared by most “highly educated-acting” people, one from 150 highly educated people and another from philosophers of education, for comparison purposes. Content analysis of survey results was done, marking behaviors unique to educatedness, marking distinctions of educatedness from effectiveness and creativity, naming marked ideas, grouping similar such ideas, ordering them, resulting in a model having 48 distinct dimensions of “educated person behavior” (each dimension of the 48 in the model was mentioned by at least 20 nominees). The same procedures were applied to texts by well cited philosophers of education, getting their behaviors of educated-acting people to form a basis of comparison with the first model. Use of the first model to assess the degree of “educatedness”, produced by various institutions and instructors, and to specify exact solutions, for certain hard-flaws-to-correct in business persons, that any manager encounters, is described.
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