Educating for Good Work: From Research to Practice

Launched in 1995, the GoodWork Project is a long-term, multi-site effort to understand the nature of good work across the professional landscape and to promote its achievement by relevant groups of students and professionals. In this essay, the authors review the goals and methods of the initial research project and its most salient findings. They describe the GoodWork Toolkit, a versatile instrument that consists of actual dilemmas faced by professionals, along with exercises designed to make the issues salient to those who use the Toolkit. Introduced as well is a system of classification of the dilemmas, in terms of their applicability across the professional landscape; and a review of the range of educational settings in which GoodWork materials have been utilized

EEOC v. Waffle House, Inc.

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Five Minds Our Children Deserve: Why They’re Needed, How To Nurture Them

We describe the five minds that should be nurtured in all children to prepare them to become both good workers and good citizens of a complex, every-changing society. In light of the central role that digital media technologies play in such a society, we explore the way in which digital media affect the development and expression of the five minds, as well as the distinct challenges of cultivating each mind in a digital era. We then delineate the types of schools we believe are best suited to meet these challenges. In conclusion, we consider the pedagogical practices required to develop the five minds and the policies and practices that powerfully affect what happens within the classroom walls

An Examination Of Trust In Contemporary American Society

It is hard to imagine a society functioning in the absence of trust. From the smallest incident—crossing the street when the light is green—to the most consequential events—a government fulfilling its pledge to pay Social Security—individuals must be able to rely on individuals and institutions to behave in a reliable and trustworthy manner. When trust is absent, chaos ensues. Of course, trust should not be given blindly; authentic trust needs to be earned and renewed (Fukuyama, 1995; Putnam, 2000)

Igor Stravinsky: The Poetics and Politics of Music

The most famous sentence in Igor Stravinsky’s autobiography reads: “Music is by its very nature powerless to express anything at all.” When it appeared, this sentence surprised his audience. After all, Stravinsky had composed some of the most expressive music of the twentieth century, from the lyrical Petrouchka to the dramatic Le sacre du printemps (The Rite of Spring) to the elegaic Symphony of Psalms. But ever the polemicist, Stravinsky was in actuality blasting those whom he regarded as his aesthetic opponents, such as the followers of Richard Wagner; such “impurists” were always marshaling music in the service of extramusical ends, from national solidarity to religious freedom. Seeking to repair a perceived imbalance, Stravinsky portrayed the musician as a craftsman whose materials of pitch and rhythm in themselves harbor no more expression than the carpenter’s beams or the jeweler’s stone

A stability index for detonation waves in Majda's model for reacting flow

Using Evans function techniques, we develop a stability index for weak and strong detonation waves analogous to that developed for shock waves in [GZ,BSZ], yielding useful necessary conditions for stability. Here, we carry out the analysis in the context of the Majda model, a simplified model for reacting flow; the method is extended to the full Navier-Stokes equations of reacting flow in [Ly,LyZ]. The resulting stability condition is satisfied for all nondegenerate, i.e., spatially exponentially decaying, weak and strong detonations of the Majda model in agreement with numerical experiments of [CMR] and analytical results of [Sz,LY] for a related model of Majda and Rosales. We discuss also the role in the ZND limit of degenerate, subalgebraically decaying weak detonation and (for a modified, ``bump-type'' ignition function) deflagration profiles, as discussed in [GS.1-2] for the full equations.Comment: 36 pages, 3 figure