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The term "paradigm shift" implies not only a deep change in an external state of affairs but a change of consciousness. Integrating diversity in the workplace, while it may seem straightforward, involves a paradigm shift because of the nature of racism, sexism, and all other prejudices. These prejudices are ingrained, a part of the human psyche. As such, they affect all areas of life, especially social arenas like places of employment. A paradigm shift in the workplace would definitely entail greater diversity. Many places of employment are gross misrepresentations of the general populations. Even in businesses in which a large number of minorities are represented, those minorities rarely hold positions of power. Therefore, to create a paradigm shift, more minorities and women need to hold positions of power, prominence, and prestige.
It means nothing to have a substantial African-American contingent if all the supervisors are Caucasian. Filling quotas is not enough; diversity must be integrated on all levels of the corporate hierarchy. This can be done through traditional means of affirmative action. Because prejudice is still ingrained in the American psyche, affirmative action is necessary to ensure representation and equality. Minorities and women are often overlooked because of their physical appearance and it is essential that this change.
Minorities need to be placed in positions of power in order to affect a true paradigm shift. A common presence of women and minorities in positions of authority will change the way people think and act in the workplace environment. Therefore, a positive cycle of change will ensue. As employers and employees integrate diversity in the workplace, their attitudes will change. This will in turn affect hiring and promoting procedures. However, in order for such a deep change in consciousness to take place, employers must practice affirmative action, especially when it comes to promoting minorities and women to positions of power.
Education Reform A Paradigm Shift in Education Reform Basic ideas are not confined to one branch of science or one area of academic study; if it is a truly worthwhile idea it can be expanded to include many different area of science. The scientific method was at first thought to only be useful to those scientists who knew that they could find definitive answers such as mathematicians and physicists. The hard sciences
3). This approach appears to be similar to "management by walking around" in the business world, but it appears to provide some profound results in educational settings. The principal in question was able to begin helping teachers identify activities and assessments that were more challenging and provided more substantive feedback for faculty concerning student performance, and there was the added bonus of additional opportunities for this educational leader to work
This means that the older paradigm is replaced by the new and the new concepts and views and the new are not compatible with the old. "...the new paradigm cannot build on the preceding one. Rather, it can only supplant it..." (Thomas Kuhn). Kuhn's theory was in effect challenging a view of scientific progress that had begun with Comte and the Enlightenment. This refers to the original view and belief
15). The policy implications of adopting such a model are profound, given that they suggest that merely removing barriers such as childcare demands or providing transportation may not be enough to deter individuals from their psychological motivational obstacles to enhancing their learning, and that the decision to embark upon and continue an educational program is highly subjective. In the cost-benefit theory, variables that affect decisions and motivational levels are tuition,
Social Psychology The author of this report will be addressing four high-level topics during the course of this report. In order, those topics will be narcissism, self-esteem/self-worth, a definition and discussion of the self-efficacy theory of Albert Bendura and the inferring of traits as defined by the wider paradigm of the Fundamental Attribution Theory. The body of work on these topics is fairly large but there will be an analysis and
Thomas Kuhn (1922-1996) was an American scientist, historian and philosopher who wrote a controversial book in 1962 called The Structure of Scientific Revolutions. Kuhn was born in Cincinnati, Ohio and from an early age expressed interest in science, particularly physics; obtaining his BS degree in physics from Harvard in 1943. He stayed at Harvard for his MS and PhD, and credits the period of the late 1940s in helping him
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