Maximizing Foundation Effectiveness: Aligning Program Strategy, Organizational Capacity, Strategic Planning, and Performance Assessment to Achieve Success

This paper outlines a framework for increasing the philanthropic performance of an organization by focusing on strategic planning and development of tight logic models for the organization's programs. Strategic planning gets broken down into five steps: meta-planning, evaluation of the internal/external environment, establishment of priorities and vision, development of the strategic plan, and implementation/refinement. Though this paper stresses evaluation and meticulous planning, it finishes by imploring organizations to "allow room for serendipity, improvisation, and intuition in the process, too.

Search for Long-lived Charged Massive Particles at CDF

A search for long-lived charged massive particles in CDF's Run1b data sample is presented. The search looks for highly ionizing tracks which would result from slowly moving massive particles. We search for strongly produced particles using a stable color triplet quark as a reference model, and a separate search was performed for weakly produced particles using long-lived sleptons in Gauge Mediated Supersymmetry Breaking as a reference model. No excess over background was observed, and we derive limits on the cross-sections for production of these particles. Prospects for RunII are also discussed.Comment: Talk given at the DPF99 Conference on January 6, 1999. 5 pages, 4 figures, Late

Breaching the standardised assessment boundary: Assessment for learning as a field of exchange

The introduction of the Australian curriculum, the use of standardised testing (e.g. NAPLAN) and the My School website are couched in a context of accountability. This circumstance has stimulated and in some cases renewed a range of boundaries in Australian Education. The consequences that arise from standardised testing have accentuated the boundaries produced by social reproduction in education which has led to an increase in the numbers of students disengaging from mainstream education and applying for enrolment at the Edmund Rice Education Australia Flexible Learning Centre Network (EREAFLCN). Boundaries are created for many young people who are denied access to credentials and certification as a result of being excluded from or in some way disengaging from standardised education and testing. Young people who participate at the EREAFLCN arrive with a variety of forms of cultural capital that are not valued in current education and employment fields. This is not to say that these young people’s different forms of cultural capital have no value, but rather that such funds of knowledge, repertoires and cultural capital are not valued by the majority of powerful agents in educational and employment fields. How then can the qualitative value of traditionally unorthodox - yet often intricate, ingenious, and astute - versions of cultural capital evident in the habitus of many young people be made to count, be recognised, be valuated? Can a process of educational assessment be a field of capital exchange and a space which breaches boundaries through a valuating process? This paper reports on the development of an innovative approach to assessment in an alternative education institution designed for the re-engagement of ‘at risk’ youth who have left formal schooling. A case study approach has been used to document the engagement of six young people, with an educational approach described as assessment for learning as a field of exchange across two sites in the EREAFLCN. In order to capture the broad range of students’ cultural and social capital, an electronic portfolio system (EPS) is under trial. The model draws on categories from sociological models of capital and reconceptualises the eportfolio as a sociocultural zone of learning and development. Results from the trial show a general tendency towards engagement with the EPS and potential for the attainment of socially valued cultural capital in the form of school credentials. In this way restrictive boundaries can be breached and a more equitable outcome achieved for many young Australians

The chilling effect and the most ancient form of vengeance:discrimination and victimising third parties

The recent Equality Act 2010 includes a revised definition of “victimisation”, which (in the Act’s most litigated field of employment) prohibits employers from victimising workers who use the legislation. The underlying mischief should be the deterrent effect upon litigants, or potential litigants (the “chilling” effect). One particularly pernicious deterrent is the victimisation, not of the complainant, but of a third party, such as the complainant’s spouse, loved one, or friend, “the most ancient form of vengeance”. Yet the revised definition does not address the deterrent effect per se, and specifically excludes third party victimisation from its reach. This paper explores, first, why the deterrent mischief and the chilling effect should underpin the victimisation provision, so that it addresses third party victimisation, second, the potential of existing alternative solutions in domestic law; and third, the position EU law, and under the United States’ Civil Rights Act 1964. It concludes that the best existing solution lies in EU general principles, but for the sake of certainty, a simple amendment to the existing formula is required, which would solve the problem without any undue side-effects

War and the Coronavirus pandemic

Catherine Connolly reflects on the use of war metaphors in relation to the COVID-19 pandemic, the violence of ongoing sanctions, and the need for solidarity in the face of alienation

Have you ever considered a career in total revolution?: drama and the corporate reform of higher education.

This paper examines the corporate reform of UK higher education and its implications for drama. The paper first sets out the background to this reform and its ideological reference points. It then outlines the discourse surrounding the foundation of drama in British Universities and relates this to the discourse developed several decades later by performance studies. In mapping out these areas, the paper draws attention to drama academics’ professed emphasis on rejecting commodification in favour of multiple and/or wide-ranging practices, progressive and democratic principles and a concern with the complexity of human beings. The paper argues that corporate discourse cuts at the joints of drama’s identity as a discipline because what constitute many of the ‘professed’ principles and modes of practice within drama and performance studies are antithetical to the models of commodification promoted by corporate thinking. The paper also engages with the ethical issues raised by corporate reform. As a wide range of critics point out, allowing corporate discourse and practices to dominate higher education is problematic because of the extent to which these practices do violence to the human and promote antidemocratic, antisocial, dehumanising and alienating modes of governance. The paper notes that, while drama’s ‘old’ discourses may seem contradictory, problematic or even to collude with élitism/corporatism, they can nevertheless help us clarify our understanding of the institutional place of drama in contemporary higher education, as remembering the democratic and progressive in drama’s past - as well as acknowledging where it has colluded with the corporate agenda - provides us with a means both to contextualize policy reform and engage critically with its implications

Deeper Capacity Building for Greater Impact: Designing a Long-Term Initiative to Strengthen a Set of Nonprofit Organizations

Offers advice about how to plan, implement, and evaluate long-term, capacity-building initiatives -- sustained efforts to help a select group of nonprofit grantees reach a new level of effectiveness