Henri Temianka (Concert Programs)

This collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_ephemera/1143/thumbnail.jp

Henri Temianka (Concert Programs)

This collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_ephemera/1145/thumbnail.jp

State of Play in Western New York: Analysis and Recommendations

This report offers an independent assessment of the state of play for kids and sports in the eight-county region comprising Western New York-Allegany, Cattaraugus, Chautauqua, Erie, Genesee, Niagara, Orleans, and Wyoming counties. It is anchored in the notion that all stakeholders will benefit if all children in the region, regardless of zip code or ability, are provided access to a quality sport experience. The Aspen Institute Sports & Society Program research team produced this State of Play report, analyzing sport programs and facilities in the region through the eight strategic filters ( plays ) highlighted in the Aspen Institute\u27s seminal 2015 report, Sport for All, Play for Life: A Playbook to Get Every Kid in the Game. Supporting Aspen were the Community Foundation for Greater Buffalo, the Ralph C. Wilson, Jr. Foundation, and a task force consisting of youth sport and other leaders from across the regio

Postcolonial leadership between the sovereign and the beast

There is a crisis in leadership throughout the world, but the focus of this article will be on the crisis in postcolonial Africa. How is this crisis constructed within the politics of the global village? The leadership crisis in Africa is often portrayed by Western-influenced media as leaders being beasts if they do not comply with the wishes and dictates of Western capital, or characterised as puppets of Western capital, a puppet of the Western sovereign. Is there a way beyond these characterisations, or is it a political necessity to divide the world into friends and enemies, as Carl Schmitt would like us to believe? Taking Derrida into consideration, a way will be sought beyond this characterisation. Derrida�s ideas concerning the sovereign will pose the question: can leadership move beyond being either a puppet of a Western sovereign or being the beast of darkest Africa? The article will argue that the political gathering into a collective will not be destroyed if this distinction disappears, although the distinction will be ruined. Yet, these ruins will be the place for the possibility of something other, an impossible possibility � the madness of the impossible possible, or the madness of holy folly and the hope and dream of leadership still to come.Intradisciplinary and/orinterdisciplinary implications: The article addresses the postcolonial context, specifically of Africa, but not limited to Africa. It challenges traditional theories on leadership and proposes a hermeneutical approach to interpreting and understanding leadership.</p

Design Features of a Professional Development Program in Digital Literacy

The authors introduce readers to three design features of the University of Rhode Island\u27s Summer Institute in Digital Literacy, a 42‐hour, weeklong professional learning experience in digital literacy for educators, librarians, college faculty, and other adult learners. The program is explicitly designed to promote reflection on one\u27s motivations for advancing digital literacy, deepen appreciation for collaborative inquiry, and focus on how educators and learners (not machines) personalize learning. Evidence of how these themes are developed through practice illustrates the design philosophy that is embedded in the program. Digital media platforms, texts, and technologies enable pedagogical practices that put learners and teachers at the center of an increasingly networked social world, but these approaches also require respect for diverse perspectives, deliberative dialogue, and collaborative inquiry to bring them into the mainstream educational practice of schools, libraries, universities, and communities

An Exploratory Quantitative Study into the Relationship between Catholic Affiliation and the Development of Social Entrepreneurship Education in the USA

Catholic educationalists have long stressed the role of Catholic universities in advancing the cause of social justice to counter the increasing commodification of business relationships and the lack of social responsibilities of the business world. Is this rhetoric or reality? In this empirical paper involving 501 USA universities that have an Association to Advance Collegiate Schools of Business (AACSB) accredited business school, we examine the relationship between Catholic affiliation and the universities’ decisions to offer social entrepreneurship and non-profit management courses to business students. Our study found that universities with Catholic affiliation are significantly more likely to offer both non-profit management and social entrepreneurship courses to business students. Our results offer evidences that Catholic universities are indeed working towards making a difference, with the vision and flexibility to do so

Accelerators as start-up infrastructure for entrepreneurial clusters

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Infrastructure is commonly conceptualized as a set of facilities that play a critical role in facilitating activities by individuals and organizations. Conventionally, infrastructure is tightly linked to publicly funded projects that facilitate access to key resources and enable diverse activities. Within entrepreneurial clusters research, infrastructure includes universities, research institutions and telecommunication technologies that facilitate entrepreneurial activities. These capital-intensive investments seek to facilitate start-ups emergence by aiding access to markets and development of ideas. Accelerators facilitate the same activities and have only recently been conceptualized as start-up infrastructure. This study builds upon this research stream by elaborating on how accelerators can play this meaningful role at the cluster level. Specifically, and by relying on the analysis of empirical evidence from three distinct studies, we uncover how accelerators provide tangible and intangible dimensions of start-up infrastructure to form a positively reinforcing cycle of entrepreneurial activities. Additionally, our findings allow us to push further the idea that start-up infrastructure development can be an endogenous process involving multiple actors within the cluster. Our empirical findings and the theoretical insights derived from them have meaningful implications for the aforementioned literature, as well as start-up practitioners and policymakers linked to the funding of entrepreneurial clusters

Racism in organizations: The case of a county public health department

Racism is part of the foundation of U.S. society and institutions, yet few studies in community psychology or organizational studies have examined how racism affects organizations. This paper proposes a conceptual framework of institutional racism, which describes how, in spite of professional standards and ethics, racism functions within organizations to adversely affect the quality of services, the organizational climate, and staff job satisfaction and morale. Grounded in systems theory and organizational empowerment, the framework is based on data that describe how racism was made manifest in a county public health department. The findings highlight the importance of understanding how organizations are influenced by external forces and can negatively affect clients, communities, and their own staff members. © 2007 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55998/1/20149_ftp.pd

Complex, but not quite complex enough : The turn to the complexity sciences in evaluation scholarship

This document is the Accepted Manuscript version of the following article: Chris Mowles, ‘Complex, but not quite complex enough: The turn to the complexity sciences in evaluation scholarship’. The final, definitive version of this paper has been published in Evaluation, Vol. 20 (2): 160-175, April 2014, doi: https://doi.org/10.1177/1356389014527885 , published by SAGE Publishing. All rights reserved.This article offers a critical review of the way in which some scholars have taken up the complexity sciences in evaluation scholarship. I argue that there is a tendency either to over-claim or under-claim their importance because scholars are not always careful about which of the manifestations of the complexity sciences they are appealing to, nor do they demonstrate how they understand them in social terms. The effect is to render ‘complexity’ just another volitional tool in the evaluator’s toolbox subsumed under the dominant understanding of evaluation, as a logical, rational activity based on systems thinking and design. As an alternative I argue for a radical interpretation of the complexity sciences, which understands human interaction as always complex and emergent. The interweaving of intentions in human activity will always bring about outcomes that no one has intended including in the activity of evaluation itself.Peer reviewe