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This rare sutra, ancient but timely, has long been treated with circumspection because of its liberal attitude toward sexuality and other ethical concerns. One of the original statements of the early Mahayana School, it is here collated from Chinese and Tibetan translations, and from passages that remain in the original Sanskrit. Originally part of a larger sutra on the six perfections that included the well-known perfection of Wisdom sutra, the Skill in Means sutra explicates the other five perfections of the bodhisattva. The translator has traced its source to verses of the Ratnagunasamcaya-gatha that have no counterpart in the Perfection of Wisdom. The Skill in Means is also found as part of the Ratnakuta collection of sutras, under the title The Question of Jnanottara`.In Part One, this Sutra establishes the liberal, even anti-monastic observance of Bodhisattva ethics, especially in matters of sexual involvement, introducing `skill in means` into the fabirc of Buddhist ethical life. Parts Two and Three constitute a reinterpretation of the life of the Buddha, demonstrating his motivation by `skill in means`; this is a primary source for the Buddhology of the Mahayana.The older and newer versions are translated side by side; extant Sanskrit passages are included. An introduction places the text in historical and literary prospective. There are copious notes, indexes and a bibliography.
Skills and workforce development are at the heart of much research on work, employment, and management. But are they so important? To what extent can they make a difference for individuals, organizations, and nations? How are the supply and, more importantly, the utilization of skill, currently evolving? What are the key factors shaping skills trajectories of the future? This Handbook provides an authoritative consideration of issues such as these. It does so by drawing on experts in a wide range of disciplines including sociology, economics, labour/industrial relations, human resource management, education, and geography. The Handbook is relevant for all with an interest in the changing nature - and future - of work, employment, and management. It draws on the latest scholarly insights to shed new light on all the major issues concerning skills and training today. While written primarily by leading scholars in the field, it is equally relevant to policy makers and practitioners responsible for shaping the development of human capability today and into the future.
“A terrific introduction to the Buddha’s teachings.” —Paul Blairon, California Literary Review This indispensable volume is a lucid and faithful account of the Buddha’s teachings. “For years,” says the Journal of the Buddhist Society, “the newcomer to Buddhism has lacked a simple and reliable introduction to the complexities of the subject. Dr. Rahula’s What the Buddha Taught fills the need as only could be done by one having a firm grasp of the vast material to be sifted. It is a model of what a book should be that is addressed first of all to ‘the educated and intelligent reader.’ Authoritative and clear, logical and sober, this study is as comprehensive as it is masterly.” This edition contains a selection of illustrative texts from the Suttas and the Dhammapada (specially translated by the author), sixteen illustrations, and a bibliography, glossary, and index. “[Rahula’s] succinct, clear overview of Buddhist concepts has never been surpassed. It is the standard.” —Library Journal
In this provocative book, Michael Mauboussin offers the structure needed to analyze the relative importance of skill and luck, offering concrete suggestions for making these insights work to your advantage by making better decisions.
Regulation : how the politics of skill become law -- Production : how skill makes cities -- Skill : how skill is embodied and what it means for the control of bodies -- Protest : how skillful practice becomes resistance -- Body : how definitions of skill cause injury -- Earth : how the politics of skill shape responses to climate change.
Material is the mother of innovation and it is through skill that innovations are brought about. This core thesis that is developed in this book identifies skill as the linchpin of – and missing link between – studies on craft, creativity, innovation, and material culture. Through a detailed study of early bronze age axes the question is tackled of what it involves to be skilled, providing an evidence based argument about levels of skill. The unique contribution of this work is that it lays out a theoretical framework and methodology through which an empirical analysis of skill is achievable. A specific chaîne opératoire for metal axes is used that compares not only what techniques were used, but also how they were applied. A large corpus of axes is compared in terms of what skills and attention were given at the different stages of their production. The ideas developed in this book are of interest to the emerging trend of ‘material thinking’ in the human and social sciences. At the same time, it looks towards and augments the development in craft-studies, recognising the many different aspects of craft in contemporary and past societies, and the particular relationship that craftspeople have with their material. Drawing together these two distinct fields of research will stimulate (re)thinking of how to integrate production with discussions of other aspects of object biographies, and how we link arguments about value to social models.
“Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact.” --Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a “fixed mindset” about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a “true north” orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, “Grading practices are a mirror not just for students, but for us as their teachers.” Each one of us should start by asking, “What do my grading practices say about who I am and what I believe?” Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.
In today’s super-accelerated business environment and increasingly global marketplace, organizations are recognizing that leaders need to break down barriers among employees and stakeholders to stay competitive. For leaders, the traditional approach of directing and controlling must give way to one of facilitating and persuading to get things done. What traits do collaborative leaders exhibit, and what are the challenges they can expect to face along the way? In this issue of TD at Work, you will learn: • what collaborative leadership is • how to create a collaborative environment • when to use collaborative leadership• the future of collaborative leadership.
Today it is widely recognized that we face urgent and serious environmental problems and we know much about them, yet we do very little. What explains this lack of motivation and change? Why is it so hard to change our lives? This book addresses this question by means of a philosophical inquiry into the conditions of possibility for environmental change. It discusses how we can become more motivated to do environmental good and what kind of knowledge we need for this, and explores the relations between motivation, knowledge, and modernity. After reviewing a broad range of possible philosophical and psychological responses to environmental apathy and inertia, the author argues for moving away from a modern focus on either detached reason and control (Stoicism and Enlightenment reason) or the natural, the sentiments, and the authentic (Romanticism), both of which make possible disengaging and alienating modes of relating to our environment. Instead he develops the notion of environmental skill: a concept that bridges the gap between knowledge and action, re-interprets environmental virtue, and suggests an environmental ethics centered on experience, know-how and skillful engagement with our environment. The author then explores the implications of this ethics for our lives: it changes the way we think about , and deal with, health, food, animals, energy, climate change, politics, and technology.