Thinking about Developing Business Leadership for the Post-COVID World

Purpose– The purpose of this paper is to provide an overview of a successful model on how to prepare business students to be successful in a new, post-pandemic world that faces enormous social challenges. Design/methodology/approach– The article discusses the current business and social movements that suggest the relevance of social entrepreneurship and explain the pedagogical model developed at the Center for Nonprofits at Sacred Heart University. Findings– The article suggests how this pedagogical model may provide students with the skills, attitudes and values required for successful social entrepreneurship processes. Research limitations/implications– The article presents the current picture which will undoubtedly changes over time. Thus the context is time constrained. The article presents one model to develop leaders\u27 skills. There are many other models and experiences that should be considered and evaluated. Practical implications– The case explains a key initiative that can help universities improve pedagogical tools on building students’ social entrepreneurship skills and extend this impact to their success in the postpandemic environment and impact on surrounding communities. Social implications– There is a growing need for business leaders to have sophisticated business skills and purpose beyond financial profit. The article looks at the dual roles of social entrepreneurs as a model for the leaders and the Nonprofit Center at Sacred Heart University to develop the skills of the future leaders. Originality/value– The article presents a new vision of the skills necessary for a leader in today’s environment. It draws from the literature on social entrepreneurship. It also presents one model that has been successful for 15 years and the pedagogical underpinnings of that model

Marianna Kistler Beach Museum of Art at 25: People and Spaces

The e-book MARIANNA KISTLER BEACH MUSEUM OF ART: PEOPLE AND SPACES was created by the Board of the Friends of the Beach Museum of Art and published by New Prairie Press of Kansas State University in 2021. The purpose of the book is to celebrate the 25th anniversary of the art museum’s opening on the K-State campus in October 1996. It includes articles about the people who are honored by named spaces in the museum. Their contributions allowed the museum to become a reality, including an addition to the building that opened in 2007. When Jon Wefald became president of K-State in 1986, the university was the only institution in the Big 8 Conference without an art museum. First Lady Ruth Ann Wefald took the lead in obtaining the supporters and funds to establish a home for the institution’s impressive art collection. The most notable contribution came from Ross and Marianna Kistler Beach whose generous financial support made the building possible. In 1991 they provided the lead gift for an art museum that would be named in honor of Marianna to commemorate the couple’s 50th wedding anniversary. After the book’s introduction by Linda Duke, the museum’s executive director, Ruth Ann summarizes the difficult journey to establish an art museum. It is followed by an account of Marianna’s many accomplishments. The remainder of the publication contains 23 articles — written by board members of the Friends of the Beach Museum of Art — devoted to the people for whom spaces in the building are named. Photographs are included of those who are honored and spaces in the building including galleries, educational wing, theater, offices, and work and storage locations. The diverse group of people and their contributions have made the museum what it has become during its 25 years — a vibrant place for the collecting, studying, caring for, and presenting the visual art of Kansas and the region. Editors of the e-book are Anthony R. Crawford, Marla Day, Martha Scott, and Marlene VerBrugge, board members of the Friends of the Beach Museum of Art.https://newprairiepress.org/ebooks/1043/thumbnail.jp

De la retórica del contraste a las percepciones de identidad: escritura académica en inglés en México central.

This research looks at two students at the end of a four year period in academic writing as a second language using open interviews and textual analysis of academic papers. While the initial focus of the research was on the development of rhetorical features in academic texts, issues more oriented to identity construction emerged through the data analysis, implying that long term academic writing in a second language may be more akin to literacy development. The results seem to show that while the participants express a strong identity with English as writers, the actual writing is more in tune with conventions of Spanish. This suggests an apparent conflict of English as a tool for writing and Spanish as the language of the individual.Esta investigación estudia la redacción académica en una lengua extranjera de dos alumnos en un período de cuatro años, utilizando entrevistas abiertas y análisis de ensayos académicos. Aunque el enfoque inicial de la investigación era del desarrollo de herramientas retóricas en textos académicos, algunos problemas relacionados con la construcción identitaria emergieron a través del análisis de los datos, lo cual podría indicar que el desarrollo a largo plazo de redacción académica en una segunda lengua puede estar más vinculado con lecto-escritura. Los resultados parecen mostrar que mientras los participantes expresan una fuerte identificación con el inglés, su escritura está más en sintonía con las convenciones de español. Esto sugiere un aparente conflicto con el inglés como herramienta de redacción y el español como lengua de expresión del individuo

Hybrid identity in academic writing: “are there two of me?”

This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and for showcasing and defending identity through exploratory interviews with the bilingual students and teachers. The results draw our attention towards the role of non-linguistic variables and their relationship to emotional and contextual issues that influence how academic writing occurs within the school confines, where hybrid identities may be constructed for academic purposes.Este artículo explora la construcción de identidad en un medio de aprendizaje en el centro de México y muestra cómo la identidad puede estar relacionada con factores no lingüísticos, como las emociones o la familia. Estos factores están asociados con aspectos de identidad híbrida. Para analizar esto, nos basamos en la elección de lengua del usuario como una herramienta para la construcción de la identidad y para ilustrar y defender la identidad en entrevistas a fondo con alumnos y maestros bilingües. Los resultados atraen nuestra atención hacia el papel de variables no lingüísticas y su relación con factores emocionales y contextuales que influyen en la manera como ocurre la redacción en segunda lengua en la escuela, en donde las identidades híbridas pueden ser construidas para propósitos académicos

Gestational weight gain information: seeking and sources among pregnant women

BACKGROUND: Promoting healthy gestational weight gain (GWG) is important for preventing obstetric and perinatal morbidity, along with obesity in both mother and child. Provision of GWG guidelines by health professionals predicts women meeting GWG guidelines. Research concerning women\u27s GWG information sources is limited. This study assessed pregnant women\u27s sources of GWG information and how, where and which women seek GWG information. METHODS: Consecutive women (n = 1032) received a mailed questionnaire after their first antenatal visit to a public maternity hospital in Melbourne, Australia. Recalled provision of GWG guidelines by doctors and midwives, recalled provided GWG goals, and the obtaining of GWG information and information sources were assessed. RESULTS: Participants (n = 368; 35.7 % response) averaged 32.5 years of age and 20.8 weeks gestation, with 33.7 % speaking a language other than English. One in ten women recalled receiving GWG guidelines from doctors or midwives, of which half were consistent with Institute of Medicine guidelines. More than half the women (55.4 %) had actively sought GWG information. Nulliparous (OR 7.07, 95 % CI = 3.91-12.81) and obese (OR 1.96, 95 % CI = 1.05-3.65) women were more likely to seek information. Underweight (OR 0.29, 95 % CI = 0.09-0.97) women and those working part time (OR 0.52, 95 % CI = 0.28-0.97) were less likely to seek information. Most frequently reported GWG sources included the internet (82.7 %), books (55.4 %) and friends (51.5 %). The single most important sources were identified as the internet (32.8 %), general practitioners (16.9 %) and books (14.9 %). CONCLUSION: More than half of women were seeking GWG guidance and were more likely to consult non-clinician sources. The small numbers given GWG targets, and the dominance of non-clinical information sources, reinforces that an important opportunity to provide evidence based advice and guidance in the antenatal care setting is currently being missed

Students and teachers’ reasons for using the first language within the foreign language classroom (french and english) in central mexico

The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only. La presente investigación explora el uso de la lengua materna en un contexto de enseñanza de lenguas extranjeras. Esta investigación cualitativa presenta la práctica docente y los puntos de vista de maestros y alumnos de francés e inglés en el contexto de una universidad pública del centro de México, mediante el uso de las técnicas del cuestionario y la entrevista semiestructurada. Los resultados muestran que tanto los maestros como la mayoría de los alumnos perciben el uso de la lengua materna como algo positivo en el proceso de enseñanza-aprendizaje. Un número reducido de estudiantes rechaza el uso de la lengua materna y prefiere que su clase de lengua extranjera sea dirigida exclusivamente en la lengua meta. Palabras clave: investigación cualitativa, puntos de vista de alumnos y maestros, uso de la lengua materna

Understanding a hydroformylation catalyst that produces branched aldehydes from alkyl alkenes

The authors thank the EPSRC for funding (EP/M003868/1).This paper reports experimental and computational studies on the mechanism of a rhodium-catalysed hydroformylation that is selective for branched aldehyde products from unbiased alkene substrates. This highly unusual selectivity relies on a phospholane-phosphite ligand prosaically called BOBPHOS. Kinetic studies using in situ high pressure IR (HPIR) and the reaction progress kinetic analysis methodology suggested two steps in the catalytic cycle were involved as turnover determining. Negative order in CO and positive orders in alkene and H2 were found and the effect of hydrogen and carbon monoxide partial pressures on selectivity were measured. Labeling studies found rhodium hydride addition to the alkene to be largely irreversible. Detailed spectroscopic HPIR and NMR characterization of activated rhodium-hydrido dicarbonyl species were carried out. In the absence of H2, reaction of the rhodium-hydrido dicarbonyl with allylbenzene allowed further detailed spectroscopic characterization of four- and five-coordinate rhodium-acyl species. Under single-turnover conditions the ratios of branched to linear acyl species were preserved in the final ratios of aldehyde products. Theoretical investigations uncovered unexpected stabilizing CH-π interactions between the ligand and substrate which influenced the high branched selectivity by causing potentially low energy pathways to become unproductive. Energy span and degree of TOF control analysis strongly support experimental observations and mechanistic rationale. A three-dimensional quadrant model was built to represent the structural origins of regio- and enantioselectivity.PostprintPeer reviewe