Systems Thinking Sample Clauses

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Systems Thinking the CE access points are an essential component of the County’s homeless response system. To successfully operate as a CE access point, the selected provider must embrace a systems-thinking approach, understanding that the main purpose of CE is to streamline access to specific housing resources that are identified as the CE participating projects.
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Systems Thinking. The student demonstrated the ability to recognize system level properties that result from dynamic interactions among human and social systems and how they affect the relationships among individuals, groups, organizations, communities, and environments.
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Systems Thinking. ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ (1956) explained the General System Theory (GST) concept to help explain the behavior of complex, integrated, organized systems. This theory translates well to the educational arena. In education systems, the theory becomes systems thinking. Systems thinking is the ability to understand (and sometimes to predict) interactions and relationships in complex, dynamic systems (▇▇▇▇▇, ▇▇▇▇▇▇▇-▇▇▇▇▇▇, ▇▇▇▇▇, ▇▇▇▇▇, & ▇▇▇▇▇▇, 2012). In the reformation of education curriculum, understanding the causes and effects of each area inside and outside of the classroom, inside and outside of the school site, how the students contribute to the district, how the district interacts with the community, and how the community votes for local and national officials are all portions of the “system” that educational leaders must include as stakeholders and participants of the reform. Betts (1992) argues that ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇’s theory classifies unitary systems as systems that have a clear goal. Education, on the other hand, cannot be classified as a unitary system but it is highly pluralistic with many conflicting goals (Betts, 1992). Betts further states that the challenge of reform is that often compromises must be made due to conflicting legal mandates that require a consensus of the participants. To understand the complexities of systems thinking and the interrelationship between all stakeholders, a reformation in the educational system would be possible. Second only to the complex systems theory and thinking of a school-site, is the in-depth understanding of the site’s leadership priorities. Leadership transcends education and is an essential need for every institution. ▇▇▇▇▇▇▇ (2001) identified nine areas that change companies from good to great companies. A message that ▇▇▇▇▇▇▇ repeats is that when management has a narrowly focused objective along with making sound decisions that is the key to the success of the business (▇▇▇▇▇▇▇, 2001). Translating a business sense to the school site, a school leader is charged with making sound decisions, while weighing all stakeholder input in deciding on their priorities for the school or educational department. A school leader’s contribution to any educational reform is needed to be successful. To assist with leadership priorities in changing the curriculum of the school, ▇▇▇▇▇▇ (2009) suggests that ensuring the mission and values of your organization must be able to fit on one business card. This concept of a clear state...
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Systems Thinking. MPH22. Apply systems thinking tools to a public health issue.
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Systems Thinking. 35 Leadership Priorities.......................................................................................... 36
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Related to Systems Thinking

  • Systems The Servicer covenants that at the date hereof in respect of the software which is used by the Servicer in providing the Services, it shall for the duration of this Agreement:

  • Drainage Systems (1) Clear culvert inlets, outlets, and sediment catching basins. (2) Maintain waterbars, drainage dips, and other water diversion measures. (3) During active use, patrol and maintain functional drainage. (4) Repair damaged culvert ends.

  • Moonlighting Employee will focus his/her professional time, ability, and attention on City business during the term of this Agreement. To the extent consistent with applicable law, Employee shall not engage in any other business duties or pursuits whatsoever or, directly or indirectly, render any services of a business, commercial, or professional nature to any other person or organization, whether for compensation or otherwise, without the prior consent of the City Manager, except that: (1) The expenditure of reasonable amounts of time not in conflict with the City's needs and interests, for educational, charitable, community, and professional activities, shall not be deemed a breach of this Agreement and shall not require prior consent. (2) This Agreement shall not be interpreted to prohibit Employee from making passive personal investments or conducting private business affairs if those activities do not materially interfere with the services required under this Agreement or create conflicts of interest.

  • Engineering Forest Service completed survey and design for Specified Roads prior to timber sale advertisement, unless otherwise shown in A8 or Purchaser survey and design are specified in A7. On those roads for which Forest Service completes the design during the contract, the design quantities shall be used as the basis for revising estimated costs stated in the Schedule of Items and adjusting Timber Sale Account. (a) A7 to show Purchaser’s performance responsibility. (b) The Schedule of Items to include costs of survey and design, as provided under B5.24, and adjust Timber Sale Account, as provided in B5.

  • Training a. The employer, in consultation with the local, shall be responsible for developing and implementing an ongoing harassment and sexual harassment awareness program for all employees. Where a program currently exists and meets the criteria listed in this agreement, such a program shall be deemed to satisfy the provisions of this article. This awareness program shall initially be for all employees and shall be scheduled at least once annually for all new employees to attend. b. The awareness program shall include but not be limited to: i. the definitions of harassment and sexual harassment as outlined in this Agreement; ii. understanding situations that are not harassment or sexual harassment, including the exercise of an employer's managerial and/or supervisory rights and responsibilities; iii. developing an awareness of behaviour that is illegal and/or inappropriate; iv. outlining strategies to prevent harassment and sexual harassment; v. a review of the resolution of harassment and sexual harassment as outlined in this Agreement; vi. understanding malicious complaints and the consequences of such; vii. outlining any Board policy for dealing with harassment and sexual harassment; viii. outlining laws dealing with harassment and sexual harassment which apply to employees in B.C.