We need to talk about managerialism: On the Importance of values dialogue and renewal within Catholic schools

Whilst reports of value tensions between new managerialism and Catholic education have emerged as a key theme in the academic literature, there remains little empirical understanding of how teachers negotiate these complex terrains in Catholic schools. Drawing on qualitative data from teachers in two Catholic post-primary schools in Northern Ireland, this paper sought to explore how Catholic teachers developed a distinctively Catholic ethos against a culture of ‘creeping managerialism’. The paper has shown that despite the predominance of managerial practices, tensions between managerialist values and the ‘Catholic ethos’ did not emerge in either context: in one school managerialism permeated the school and the Catholic ethos was constructed within this context. In the other school a staff process of spiritual renewal had consolidated a commitment to the Catholic faith and social inclusion. It was argued that the dialogical engagement around Catholic values may help Catholic schools defend against the harsher manifestations of managerialism without compromising the pupils’ capacity to realise their academic potential.</jats:p

Making a Voter Engagement Plan For the 2022 Midterms

This powerpoint and the accompanying webinar (available through Nonprofit VOTE's YouTube channel) look at a variety of resources designed to assist your organization in putting together a 2022 voter engagement plan ahead of this year's midterm elections! Additionally, we launched our 2022 Work Plan! Created with a human service organization in mind, this tool will help your organization harness its existing power and further leverage its trust and relationships with potential voters. Please note, that this is a beta version of the tool and that we anticipate room for improvement and future updates

Does social deprivation influence inter-group contact outcomes for pupils in Northern Ireland?

The education system in Northern Ireland is characterized by division, with around 95% of the pupil population attending predominantly co-religionist schools. In a society that is transitioning from a thirty year conflict that has been framed by hostilities between the main Catholic and Protestant communities, reconciliation interventions in education have sought to promote the value of intergroup contact between pupils attending separate schools. Some qualitative research suggests that such initiatives are more likely to have positive outcomes for pupils from more middle class backgrounds than those from more disadvantaged communities and areas that experienced high levels of conflict related incidents and deaths during the pre-ceasefire years. Drawing on contact theory and empirical evidence from a large scale quantitative study, we seek to examine this theory. Using free school meals as a proxy for social class, our findings are consistent in finding that there is a differential impact of contact for those from less affluent backgrounds, and we conclude by arguing that this should be reflected in policy responses

Nonprofit Power: Engaging Voters for a More Inclusive Democracy

Voter turnout gaps along the lines of race, age, income, and education level distort our democracy at the policy debates that flow from it. These gaps are present even in the most voter-friendly states as they are a reflection of who is and is not contacted about voting. To close the gaps and foster a more representative electorate, we need to build civic ecosystems to engage currently underrepresented voices.As this report shows, nonprofit service providers are uniquely well-positioned to foster a more inclusive democracy. Nonprofits like food pantries, health centers, housing clinics, and family service agencies reach demographic groups underrepresented at the polls. Furthermore, the nonpartisan voter engagement conducted by these nonprofits has its biggest turnout impact among these target groups contributing to a more representative electorate

"That's Just Like a Boy": A Content Analysis of Masculinities in Hardy Boys Mystery Stories, 1927-1932

This study is a content analysis of six Hardy Boys mystery stories from the 1920s and 1930s in order to explore what characteristics and expressions of masculinity are communicated as appropriate, desirable, and admirable. The study concludes that in the books surveyed, women are few in number and male characters are largely at liberty to decide their actions without interference or limitation; that Frank and Joe Hardy reflect all of the hallmarks of "real boys" as defined in the early twentieth century; and that the stories endorse an older model of Victorian masculinity that was falling out of favor while rejecting the newer standards that were replacing them

Caught in the conundrum: Neoliberalism and education in post-conflict Northern Ireland – Exploring shared education

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI – at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation – new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.</jats:p

Salem Parks Equity & Service Area Report

In response to the City of Salem’s goal of identifying park service area delineation methods that would facilitate a more equitable and accessible park system for residents, Spatial Justice Seminar students analyzed equity and delineated potential park service areas in Salem. Throughout the term, students explored what spatial equity meant, reviewed precedent studies, completed observational-based research or spatial based research on Salem’s Park system, and then provided recommendations based on their findings. The spatial methods observed in the report are Euclidian distance, travel times, street network analysis using Thiessen polygons, and overlaying data. The nonspatial methods observed are surveys, intercept surveys, demographic data, and benchmarking. The most applicable precedent studies include the cities of Los Angeles, California, Fort Collins, Colorado, Eugene, Oregon, and Bellevue, Washington. Precedent studies integrated both spatial and non-spatial methods of data collection to have a comprehensive understanding of disparities in their park system

The Grizzly, February 12, 2015

UC Partners With Community College • Fongs to Receive Honorary Degrees • Merit Scholarships Increase Because of Higher Tuition • Changes to Title IX Brought Changes to Sexual Assault Documentation • Being an International Student is Difficult but Gratifying for Zhu • Getting to Know Mr. Wismer • Aux./Vox. Prints • Novelist Shares Her Story • Opinion: Main Street is a Growing Concern for Students; Are Ursinus\u27 Policies Against Weed Practical? • Junior Swimmer Stepping Up for the Men • Freshman Swimmin\u27 Women Playing Key Role in Championship Defensehttps://digitalcommons.ursinus.edu/grizzlynews/1923/thumbnail.jp

Preliminary Assessment of the Efficacy of a T-Cell–Based Influenza Vaccine, MVA-NP+M1, in Humans

A single vaccination with MVA-NP+M1 boosts T-cell responses to conserved influenza antigens in humans. Protection against influenza disease and virus shedding was demonstrated in an influenza virus challenge study