Developing Whole Leaders for the Whole World

How do we holistically develop leaders with the capacity and character to tackle the most pressing moral challenges in our modern world? While it may be easier to focus on one thing such as strengths, experiences, or mentors, the reality is that developing a leader’s capacity to lead well includes many interrelated components. Based on our experience and research, the six components of the Holistic Leadership Development Model (HLDM) are presented, along with strategies for creating rich conversations that connect the components in a meaningful way for leaders. The six areas are (1) experiences and learning; (2) strategic networking; (3) developing others; (4) integrated fulfillment; (5) leading under pressure; and (6) calling and purpose. While we are not suggesting that these are the only areas to consider when developing leaders, focusing on these six creates conversations and development plans for leaders that they perceive as capturing the reality of the challenges they face in developing their leadership capacity. Guides for evaluating one’s own leadership development and for having rich development conversations are included

The Character X Factor in Selecting Leaders: Beyond Ethics, Virtues, and Values

Leading with character requires a person to maintain a delicate balance of certain traits and understand the tensions which exist between humility and conviction, reluctance and courage, and vulnerability and integrity. A true leader must look beyond the content of a problem and rather examine the context of his or her individual make-up in relationship to themselves as well as to their surroundings

Children’s dialogue in the context of international research

In recent years, the study of religious diversity has become a significant educational issue in Europe and on the wider international scene. This is partly due to a recognition of the significance of religion as a factor in relation to issues of ethnic, national and cultural identity (Baumann, 1999), and as a factor in social divisiveness or social cohesion, for example as an indicator of what Modood calls ‘cultural racism’ (Modood, 1997).1 This development also reflects specific events such as the riots in some towns and cities in the north of England in 2001 (Home Office, 2001) and in Paris in 2005, and those of September 11, 2001 in the United States of America as well as their complex and ongoing consequences internationally (e.g. Beauchamp, 2002; Leganger-Krogstad, 2003). Such debates are especially relevant within states where migrants from a range of religious and cultural backgrounds have settled. The global and more local situations are related in a variety of ways, through the transnational identities of many families (Jackson and Nesbitt, 1993; Østberg, 2003) and the direct effects of international conflicts on community relations within particular states

Alien Registration- Mckenna, Robert (Presque Isle, Aroostook County)

https://digitalmaine.com/alien_docs/33829/thumbnail.jp

Reflection: Theories and Approaches

Robert\u27s guest lecture explored reflective practice frameworks. He also incorporated a practical exercise pioneered by reflective practice expert Professor Jenny Moon

An initial inquiry into and comparison of in-group attitudes at a state training school for delinquent boys

Thesis (Ed.M.)--Boston Universit