(1) Discuss the emergence of the Behavioural approach in the study of politics .?
816077
Ring-a -ling- a- ling .. . .WAKE UP.  .This isn't school. \n\nAnd discussion is prohibited by Yahoo. Sorry
1137970
Logical levels of abstraction and specification exist in the realms of the social, mental and physical -> so yes such concepts are a smothering by politically minded people, but also concepts are maintained by those without time to consider such things or minds...... its also worth stating that biological, psychological and social differences do exist and are studied by psychologists, neurologists, sociologists and the like -> however these studies are usually stopped in this politically crazy era in order to stop 'socially sensititve implications' occuring and thus causing mindless racisism and homophobia - obviously we cant go into every element but i think these are key concepts
32611
The human relations movement was initiated by psychologists and employment experts in the United States in the 1920s. The movement viewed workers in terms of their psychology and fit with companies, rather than as interchangeable parts.\n\nThis view was advanced in reaction to the efficiency focus of Taylorism in the early 1900s. Though human resources have been part of business and organisations since the first days of agriculture, the modern concept of human resources was codified by advocates of a human relations view.\n\nThis movement grew throughout the middle of the 20th century, placing emphasis on how leadership, cohesion, and loyalty played important roles in organizational success, and on the value of participatory management. Although this view was increasingly challenged by more quantitatively rigorous and less "soft" management techniques in the 1960s and beyond, human resources had gained a permanent role within the firm.
113999
A friend of mine has been trying to explain rational behavior in terms of evolution and such.  I think you might be interested in reading it.
978577
Yes. Try the evolutionary point of view. Many psychological and sociological events take a better light, too.
430084
"Concerned with the trendy, technocratic, and at times sophistical character of contemporary education at all levels, both public and private, the authors of this collection seek to reinvigorate a Thomistic approach to education appropriate to the problems of our day. With its main inspiration taken from the work of Jacques Maritain, especially his 1943 Education at the Crossroads, the volume presents a trenchant critique of the "privacies" of contemporary education, with its emphasis upon the conventional and useful. At the same time, the essays present the outlines of the proper alternative, an education which helps students draw out from themselves the desire for truths which transcend the contingencies of culture and utility. Such an education seeks to guide students to "the common things" available to all human beings. \n\n\nThe essays uphold an account of man's intellectual and affective capacities which understands these capacities as naturally ordered to truth. The essays approach the task in different but complementary ways: in critiques of contemporary theories of education, in speculative accounts of knowledge and learning, in applications of theory to specific institutional settings, and in discussions of the political contexts governing modern education. In this rich variety of ways, the essays in The Common Things not only point the way back to the crossroads Maritain spoke of fifty years ago; they go on to indicate something of the landscape along the road not taken by contemporary education."
24299
This is a really good book on the topic. \nhttp://www.amazon.com/gp/product/080078703X/102-9095437-1414512?v=glance&n=283155\nBasically, four types of personalities...\n1.  Drivers - Take charge, steamroller types\n2.  Amiable - Just want to get along with everyone\n3.  Expressive - Life of the party types\n4.  Analytics - Thinkers, precise, accountant types.\nHope this helps!  :)
639184
This book is a classic enthnographic text that needs to be read by all those who are interested in revealling the social forces that shapes our lives as a people living under this last state of Capitalism, that others call a Globalised world. Even though Paul Willis was looking at Working class kids in England, I have found the application of his methodology applicable even in the context of a post Apartheid state like South Africa where we talk of the "historically disadvantaged learner" as an eupermism for the same phenomenon that Willis has studies.\n\nNice light reading matter there.
180512
salient - prominent \n\nmodern social and management research \n\n"positivism" and "idealism" are avenues toward (nurture) ie. behaviorism as a tool to control populations and idividuals. \n\nTo understand the basic starting point one looks at (nature) with evolutionary psych as a tool to understand basic drives.
500929
Change management under the Organizational Development tradition, considers organisations to be social systems and is therefore concerned with the humanistic element in conjunction with the mechanics of the organisation. The aim is to improve the effectiveness and well-being of an organisation by facilitating a process of development so that eventually the organisation is able to solve its own problems and adapt as necessary.\n\nThe current change literature is separated into two schools of thought. On one hand, it can be “recipe driven”, using prescriptive guidelines for practice but with little theoretical underpinning. On the other hand it can very vague, with no clear focus on principles or application. Therefore, in order to implement effective change, the scientist-practitioner must be able to adapt and apply principles relevant to the current situation. \n\nThe models that we have reviewed for inclusion in our “theory in use” have been selected for their relevance, adaptability and incorporation of organization members. They are; Lewin’s Planned Change Model; The Action Research Model; The Positive Model (Appreciative Enquiry) and a brief summary of each is given below.\nLewin’s Change Model:\n) Unfreezing: \nReducing those forces maintaining the organization’s behavior at its present level\nCreating motivation and readiness to change through\ndisconfirmation or lack of confirmation,\ncreation of guilt or anxiety, and\nprovision of psychological safety\n2) Movement\nShifts the organization’s behaviors to a new level\n Changing through cognitive restructuring: Helping the client to see things, judge things, feel things, and react to things differently based on a new point of view\n3) Refreezing: Stabilizes the organization at a new state of equilibrium\n\nForce Field Analysis\nAction Research Model\nPositive Model\n\n\ni hope this is helpful
544165
If I remember my Introduction to Political Sciences and History correctly, you hit the nail in one! Originally, discussion/meeting was people all standing (Plato, Socrates and later political groups: Elizabethan England, etc), except for the person in charge, he (yes, usually a he) would sit on a throne and "listen".
173946
I've attached some links that give a very good perspective on behavior and its impact on learning.  I hope this helps.
538425
i dont know about the study, but i know the study had a measurement bias, like u know, the subjects he studied, changed their behaviour styles becos they knew they were being watched. hope that helped.
862999
Interesting. \n\nCommon good? \n\nFear of retribution? \n\nSometimes policy is not in our realm to alter 'on the street', so to speak. Motivating one individual through the 'proper channels' perhaps is one method some authority figures may choose to aide someone whom policy has hindered. \n\nSometimes stopping someone from acting on a strong believe can in the end move that believe to higher channels, and in the end form stronger opinion for it. (i.e. violent acts do move public to abhore a group based solely on thier actions and not motivations).  A police officer (I use this example as per your question) may see this in a perspective the protestor does not, and while understanding the motivations behind the act, knows to stop the act itself will in fact further the resolution in favour of common good will and understanding and therefore possible policy changes become more likely. \n\nAnother example is a peaceful 'march' gains more public notoriety simply by having a police task force on hand. Whether they believe in the marchers motivations or not they are required to offer protection regardless of thier own beliefs. \n\nOne of the main stands in joining the police force, I believe is that they have to stand forward unbiased, and work to the society's set laws regardless of thier own belief system. Protect and serve regardless of whether they like or dislike the citizen. \n\nIt is in fact a double edged sword. \n\n..with early retirement common I'm sure, simply because of this moral requirement in a lot of cases.
381894
Examines and analyzes politics - why legislators vote as they do, why they propose certain bills, why the President and his administration takes certain actions.  \n\nDoes that help?  Are you looking for something more specific?
262315
The Reflective Practitioner: \nFoundation of Teamwork & Leadership\nNot disregarding the recent interest in academe regarding reflective learning, the concept has been around since John Dewey presented his educational philosophy, and it has found similar expressions in David Kolb's Learning Cycle, W. Edwards Deming's Shewart Cycle, and Don Schon's Reflective Practitioner model. These all involve the same process of reflecting on behavior and using such feedback to learn and modify behavior. \nFor this course, the reflective learning cycle is the centerpiece of the process for learning leadership, teamwork and organization development. The process is the same, whether the "system" is the individual, team or organization. The fundamental cycle is the learning loop that includes: reflection, interpretation, application, and engagement (different authors use different terms), \n\n\n\nhttp://faculty.css.edu/dswenson/web/TWAssoc/reflectivepractitioner.html
1176790
http://www.psychology.soton.ac.uk/psyweb/staff/myprofile/mypublications/publications/jsteven/sonugabarke%20psychol%20med.pdf