Inner Wealth Secrets
But for those who are more interested in the source of art as a human instinct, Denis Dutton's 'The Art Instinct' relates art to our evolutionary beginnings in Africa during the Pleistocene Age. Ellen Dissanayake continues the evolutionary anthropological research approach, noting that since the arts and ritual ceremonies have been with us forever, the question becomes why do humans have an irrepressible penchant for making things special, weird, strange, sometimes ugly or extraordinary as for example in ceremonies. In short - why do people 'artify' She notes that 'artification' has both an adaptive and a functional use, inevitably tending to bring individuals together and thus creating social accord and cooperation. In short, literature and the other arts are devices of orientation. They are vital to personal development, to the integration of individual identities within a cultural order, and to the imaginative adjustment of the individual to the whole larger world in which he or...
(i.e., provide information of relevance to the judgment tasks at hand), and (c) inform the strategies that people in positions of power adopt in attempts to exert power over, or influence, lesser power others. Factors that limit the likelihood that one of these three propositions will hold, should temper the magnitude of the gender-based stereotyping and discrimination that occurs in organizations. For example, situational manipulations of appropriate ways to construe goals (strength or weakness focused) may exacerbate or eliminate gender discrimination, as recent findings suggest (see Vescio, Snyder, & Butz, 2003 Vescio et al., 2004). Likewise, successful interventions that challenge the endorsement of gender stereotypes, or perceived relevance of gender stereotypes to contexts, should also decrease the magnitude of gender stereotyping and effectively temper the patronizing behaviors exhibited toward women. However, attempts in the latter regard require a broader consideration of...
Today both narcissists and normal individuals display a deliberative technique-driven self-structure that demotes the status of sharing relationships. Likewise, both emphasize manipulation and control in order to maximize personal outcomes, simultaneously creating a social veneer designed to mask disinterest. In a paradoxical way, the plague of narcissistic pathology is being cured to some extent by the rapid cultural normalization of narcissism itself. As a product of collective regression, normal narcissism expresses itself in many ways, including enthusiasm for personal achievement, health and fitness, bodily perfection, diet, the ultimate orgasm, spiritual bestowals, and all sorts of self-improvement prescriptions. This is all part of a cultural situation in which radical self-preoccupation is an acceptable, and even admirable, approach to life.
Improving students' understanding of creativity strengthening creative abilities through exercise teaching creative thinking techniques and involving students in creative activities. In addition, it is important to minimize the use of assessments in making social comparisons while fostering creativity. When students focus on self-improvement, they are more likely to take risks, seek out challenge, and persevere in the face of difficulty. Conversely, students will feel inhibited in expressing their creative ideas if they are being evaluated or monitored. Pressure caused by evaluation can cause anxiety that distracts from the creative task. However, this does not mean that challenges should be completely removed from academics. Meaningful challenges are necessary for development, especially if they take place in a secure environment and are personally relevant.
The crucial event that started the modern creativity era was the widely felt need in the Western world for novel products capable of contributing to the welfare and safety of society during the Cold War. In other words, the initial impetus involved concern about the general good. With the passage of time, however, the beneficial effects of creativity came to be looked at mainly in terms of the advantages it brings the individual personal growth, self-fulfillment, and similar aspects of individual well-being. The result was that the purpose of fostering creativity came to be seen as promoting the personal development of individuals, not fostering the common good. Margaret Boden pointed out that this involves the risk of making the main purpose of creativity 'glorification of individuals,' a goal far removed from justice, altruism, fairness, or promoting universal well-being, and therefore on shaky moral ground.
Surveys of the actual goals of university students reflect a shift from intellectual and personal development, and toward material prosperity. In 1970,80 percent of students surveyed indicated as a goal the development of a meaningful philosophy of life. When the same survey was carried out in 1989, that percentage had fallen to 41 percent. During this same period, those who cited as a goal to be very well off financially increased from 39 percent to 75 percent. These shifting goals are mirrored by changing patterns of university study. For example, the percentage of students majoring in business-related subjects nearly doubled from 1970 to 1989, while the percentage majoring in the social sciences declined by nearly 50 percent.
Creativity is comprised of certain basic elements that are nurtured through the accumulation of various life experiences. The nature of these experiences may very well be affected by personal characteristics, family environment, schooling, and even one's social milieu. Among these influential factors, personal characteristics have the most direct and greatest influence on creative performance. Such characteristics can be divided into categories of knowledge, disposition (attitudes, tendencies, and motivation), and skills. A sound knowledge base is essential to the development of creativity, and the ability to build new structures is at the core of knowledge-building. Creative thinkers require both the knowledge of a particular domain and that of cross-domains. As for their disposition, creative individuals are usually curious, willing to share ideas, brave enough to express themselves, and highly motivated to learn and achieve self-improvement they also attempt to solve different...
I have so far argued that individual identity is built up through identification with and attachment to other significant persons, in the first instance within the context of a family, and that such identifications often become extended during personal development to encompass attachment to specific places, to a larger network of familiar people, and to objects, activities, and practices. Where such object relations are dominated by the life instinct and feelings of love and attachment, the self becomes enriched through internalization and can contribute in its life-giving activities to the well-being of others. Where object relations and identifications are predominantly paranoid-schizoid, the self is taken over by feelings of hatred and seeks to damage and diminish those it defines as others ' These aie contrasting structures of feeling that can pervade an entire social formation.
Further, students' creativity is fostered when teachers minimize the use of assessments in making social comparisons. When students focus on self-improvement, they are more likely to take risks, seek out challenges, and persevere in the face of difficulty. For students to be willing to express their creativity, they must feel that their ideas, especially those who are unconventional, are welcome in the classroom.
Times when divorce was constrained by social morality, now the marital customer is always right. In this environment, there is no need for divorce to be accompanied by punishing social dramatics, lengthy self-flagellation, soul searching, or self-improvement. Instead it is thought that, in time, the market will swing in one's direction and make obvious another choice.
In this respect, gangs often have a substantial part in the personal development of members. In former ages, the family was the primary mechanism whereby culture passed from one generation to the next, but as the family has receded in this traditional role, a significant percentage of our youth have had to seek out surrogate families. These give them not only a system of social instruction, but a source of emotional support that competes with alienation.
According to Greek methodology, Mentor was a guardian and a teacher of Telemachus, guiding him throughout his life's adventures. Today, the word 'mentor' refers to an advisor or a guide who can be trusted and relied upon. A mentor serves as an example to a mentee. Most mentees admire their mentors, and wish to follow in their footsteps. Synonyms for mentor are guide, sponsor, or teacher. Mentoring is usually an intentional, committed, and nurturing relationship between two persons, with the focus on both professional and personal development. Mentors give moral, and sometimes financial, support to their mentees, and help mentees discover their talents and realize their dreams.
In all of this the role of the IVF Lab Director is not to run the whole TQM program for the lab. While the Lab Director might well lead one or more of the lab Teams, (s)he will also be involved in Teams working in other areas of the Center (since TQM cannot be undertaken by the lab in isolation). Not only will the Lab Director not have the time to run everything, but in attempting to do so they will be missing one of the most important points of the process - that of creating an environment in which all members of the lab staff not only buy-in to the process (which requires that they are directly involved) but also one in which there are opportunities for career and personal development.
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