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Until I took Dr Offutt’s class in DeMatha High School, I was an underachieving student, but I left that class (1) never to underachieve again. He not only taught me to think, he convinced me, (2) by example as words that it was my moral (3) to do so and to serve others.(4) of us could know how our relationship would (5) over the years. When I came back to DeMatha to teach English, I worked for Dr Offutt, the department chair. My discussions with him were like graduate seminars in adolescent (6) , classroom management and school leadership.After several years, I was (7) department chair, and our relationship (8) again. I thought that it might be (9) chairing the department, since all of my (10) English teachers were (11) there, but Dr Offutt supported me (12) He knew when to give me advice (13) curriculum, texts and personnel, and when to let me (14) my own course.In 1997, I needed his (15) about leaving DeMatha to become principal at another school. (16) he had asked me to stay at DeMatha, I might have (17) , he encouraged me to seize the opportunity.Five years ago, I became the principal of DeMatha (18) , Dr Offutt was there for me, letting me know that I could (19) him. I’ve learned from him that great teachers have an inexhaustible (20) of lessons to teach. 9().
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Until I took Dr Offutt’s class in DeMatha High School, I was an underachieving student, but I left that class (1) never to underachieve again. He not only taught me to think, he convinced me, (2) by example as words that it was my moral (3) to do so and to serve others.(4) of us could know how our relationship would (5) over the years. When I came back to DeMatha to teach English, I worked for Dr Offutt, the department chair. My discussions with him were like graduate seminars in adolescent (6) , classroom management and school leadership.After several years, I was (7) department chair, and our relationship (8) again. I thought that it might be (9) chairing the department, since all of my (10) English teachers were (11) there, but Dr Offutt supported me (12) He knew when to give me advice (13) curriculum, texts and personnel, and when to let me (14) my own course.In 1997, I needed his (15) about leaving DeMatha to become principal at another school. (16) he had asked me to stay at DeMatha, I might have (17) , he encouraged me to seize the opportunity.Five years ago, I became the principal of DeMatha (18) , Dr Offutt was there for me, letting me know that I could (19) him. I’ve learned from him that great teachers have an inexhaustible (20) of lessons to teach. 15().
Text 3If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as central to the competitive survival of the firm in the United States. Skill acquisition is considered an individual responsibility. Labor is simply another factor of production to be hired-rented at the lowest possible cost-much as one buys raw materials or equipment.The lack of importance attached to human-resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head of human-resource management is usually a specialized job, off at the edge of the corporate hierarchy. The executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer(CEO). By way of contrast, in Japan the head of human-resource management is central-usually the second most important executive, after the CEO, in the firm’s hierarchy.While American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money they do invest is also more highly concentrated on professional and managerial employees. And the limited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background skills that make it possible to absorb new technologies.As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to operate new flexible manufacturing stations than workers in Germany (as they do), the effective cost of those stations is lower in Germany than it is in the United States. More time is required before equipment is up and running at capacity, and the need for extensive retraining generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower pace of technological change. And in the end the skills of the population affect the wages of the top haft. If the bottom half can’t effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear. According to the passage, the decisive factor in maintaining a firm’s competitive advantage is ().
Text 4All couples have problems and disagreements, so it’s critical that they learn how to communicate about them in a way that will be helpful instead of making them worse. I do not believe that prescribing specific techniques for communicating is as helpful as focusing on the core attitudes behind the communication. My thoughts on effectively communicating about ANY difficult issue are in keeping with the ideas I used in the "assertiveness training" I did back in the 70s. What I learned was that I could tell people the "correct" words to use and "correct" body language, etc. to be "assertive" —but none of it worked unless it came from "inside" the person.In other words, your ability to communicate has more to do with your attitudes and beliefs about your "right to know" and the degree of "equality" in the relationship (or lack thereof) and the degree of "caring" involved between the two people than in whatever actual words or techniques you use. All these things are FAR more important than the "skills". You can’t just "put on the skills like a coat" and have them work. As I said, the words need to come as an outgrowth of an attitude of genuinely wanting to effectively work on whatever problem is being discussed.Another similarity between learning how to effectively discuss a problem and how people learn to talk in an assertive manner is that even if you say everything "just right" (in accordance with the guidelines for using good communication skills), there is no guarantee that the other person will receive it in the way it is intended. For instance, with assertiveness, someone could perfectly execute an "assertive" conversation and still have it be interpreted as being "aggressive".One way of determining the specific words that are more likely to be effective is to think in terms of the "ego states" as defined by transactional analysis: "parent, adult, and child". You’ll have more likelihood of success by approaching the discussion from all "adult", problem-solving way of talking, while avoiding using the "judgmental" words of a "parent" or the "hurt feelings" words of a "child". The bottom line is that you don’t need specific communication skills so much as you need to approach any conversation with a certain attitude: that the clear goal is to "improve the relationship" rather than to just "criticize" and/or "change" the other person. With that spirit, you have a better chance of success; without it, all the communication skills in the world won’t be enough. By "think in terms of ’ego states’", the author means that().
Text 2The influence of climate on behavior appears all-pervasive. Indeed, who can claim that weather factors have no influence on their decision-making Everyone can point to instances where plans and activities have been changed because of weather conditions. People’s moods also change with the weather: bright sunny days seem to lift spirits, while dark rainy periods bring on depression.Law enforcement agencies are beginning to show interest in the effect of atmospheric conditions on behavior. Every year, the FBI’s Uniform Crime Reports provide breakdowns of the crime rates by month and season of the year. Both monthly and seasonal variations are considered to reflect the varying influence of temperature, precipitation, humidity, length of daylight, and a number of other climatological factors.Various studies find relationships between specific climatological conditions and crime. Rising temperature is generally accompanied by increases in aggression and violent crime. On the other hand, high humidity appears to reduce the incidence of physical activity and aggression. Rain, cloud cover, and other forms of inclement weather are associated with lower levels of property crimes and increased depression.Our study showed that low humidity has the most widespread influence on all types of crime studied. The analysis also shows that as humidity increases the level of crime decreases. Temperature also has a great effect. Increasing temperature fails to influence the number of nighttime burglaries/larcenies, but it does increase the other crime categories. Burglaries/larcenies (day and night) and daytime assaults also tend to increase along with cloud cover. Except for wind speed and barometric pressure with regard to daytime assaults, the remaining weather factors have virtually no influence on the levels of crime.Individuals who respond with criminal behavior to weather changes or weather extremes may be controllable by administering drugs that offset these influences. Electrical stimulation of pleasure centers in the brain may someday be a feasible countermeasure to aggressive stimuli due to increased temperature or other weather variables.Changing or manipulating the weather is one possible means of attacking a weather-crime interaction. This approach may not be feasible due to the many relationships between weather/climate and the rotation of the earth. Minor changes may be possible such as regulation of rainfall of sky cover. On the other hand, temperature control may be impossible.More research is needed to assess and clarify the relationship between crime and the various climatological factors. Once this is accomplished, it will be necessary to devise more accurate means of forecasting the weather, counteracting the effects of weather on human behavior, and controlling the environment, or identifying other approaches to the problem. All the following statements are true except that().
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