Leading Deeply: A Heroic Journey Toward Wisdom and Transformation

This dissertation will explore leadership as a mytho-poetic transformational journey toward self-knowledge, authenticity, and ultimately wisdom; the power to make meaning and give something back to the world in which we live; and the necessity of transformation. I view leadership as a transformative process and a transformational responsibility. As leaders we must undergo our own transformation in order to lead change on a larger scale. The dissertation will be both philosophical and theoretical, exploring how the threads of the hero’s journey, transformation, wisdom, and leadership intertwine. It will also examine the role of education in this process. Education does not necessarily mean institutional learning as it is so often taken to mean. A broader understanding of what education is and how it needs to serve us individually and as a society, particularly with the intention of developing wisdom and leadership (or wisdom in leadership) will be explored. The hero’s journey, the mytho-poetic journey toward authenticity and self-knowledge, is the golden thread that weaves itself throughout this dissertation. It is both the idea of developing leadership and wisdom as a journey (as opposed to a destination) and the idea that meaning and authenticity is ultimately what drives wisdom and leadership. These concepts manifest themselves in different ways throughout the chapters. In many ways this is a very unorthodox and unusual way to approach leadership. It asks for full engagement, participation, excellence, and mastery—a lifelong dedication. None of these concepts are new, but most of them are often unheeded or not practiced. It also focuses on the common good, an element that research in both wisdom and higher stages of consciousness share. The intent is to explore the transformational process inherent in becoming a leader and consequently leading transformation that ultimately makes the world a better place on a number of different levels—leading deeply. Leading deeply makes a difference through tapping into meaning and purpose. When our lives are about contribution and giving back, growth and wisdom, evolution and making the world in which we live and in which our children will live a better place, the experience of life becomes deeper, richer. Leading deeply connects us back to life, creates meaning, and helps us understand that what we are doing does matter. A leader is one who has gone through his or her own heroic and transformative journey, returning with a gift, and enabling others to do the same. The goal is development. It is directed toward growth, flourishing, higher levels of consciousness, and understanding. It is paradoxically rooted in tradition yet always embracing the change in which we live. Leading deeply takes us deeper to what is ultimately important for all of us. This electronic version of dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd

Leading Deeply: A Heroic Journey Toward Wisdom and Transformation

This dissertation will explore leadership as a mytho-poetic transformational journey toward self-knowledge, authenticity, and ultimately wisdom; the power to make meaning and give something back to the world in which we live; and the necessity of transformation. I view leadership as a transformative process and a transformational responsibility. As leaders we must undergo our own transformation in order to lead change on a larger scale. The dissertation will be both philosophical and theoretical, exploring how the threads of the hero’s journey, transformation, wisdom, and leadership intertwine. It will also examine the role of education in this process. Education does not necessarily mean institutional learning as it is so often taken to mean. A broader understanding of what education is and how it needs to serve us individually and as a society, particularly with the intention of developing wisdom and leadership (or wisdom in leadership) will be explored. The hero’s journey, the mytho-poetic journey toward authenticity and self-knowledge, is the golden thread that weaves itself throughout this dissertation. It is both the idea of developing leadership and wisdom as a journey (as opposed to a destination) and the idea that meaning and authenticity is ultimately what drives wisdom and leadership. These concepts manifest themselves in different ways throughout the chapters. In many ways this is a very unorthodox and unusual way to approach leadership. It asks for full engagement, participation, excellence, and mastery—a lifelong dedication. None of these concepts are new, but most of them are often unheeded or not practiced. It also focuses on the common good, an element that research in both wisdom and higher stages of consciousness share. The intent is to explore the transformational process inherent in becoming a leader and consequently leading transformation that ultimately makes the world a better place on a number of different levels—leading deeply. Leading deeply makes a difference through tapping into meaning and purpose. When our lives are about contribution and giving back, growth and wisdom, evolution and making the world in which we live and in which our children will live a better place, the experience of life becomes deeper, richer. Leading deeply connects us back to life, creates meaning, and helps us understand that what we are doing does matter. A leader is one who has gone through his or her own heroic and transformative journey, returning with a gift, and enabling others to do the same. The goal is development. It is directed toward growth, flourishing, higher levels of consciousness, and understanding. It is paradoxically rooted in tradition yet always embracing the change in which we live. Leading deeply takes us deeper to what is ultimately important for all of us. This electronic version of dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd

Can we improve the identification of cold homes for targeted home energy-efficiency improvements?

Objective: To investigate the extent to which homes with low indoor-temperatures can be identified from dwelling and household characteristics.Design: Analysis of data from a national survey of dwellings, occupied by low-income households, scheduled for home energy-efficiency improvements. Setting: Five urban areas of England: Birmingham, Liverpool, Manchester, Newcastle and Southampton.Methods: Half-hourly living-room temperatures were recorded for two to four weeks in dwellings over the winter periods November to April 2001-2002 and 2002-2003. Regression of indoor on outdoor temperatures was used to identify cold-homes in which standardized daytime living-room and/ or nighttime bedroom-temperatures were < 16 degrees C (when the outdoor temperature was 5 degrees C). Tabulation and logistic regression were used to examine the extent to which these cold-homes can be identified from dwelling and household characteristics.Results: Overall, 21.0% of dwellings had standardized daytime living-room temperatures < 16 degrees C and 46.4% had standardized nighttime bedroom-temperatures below the same temperature. Standardized indoor-temperatures were influenced by a wide range of household and dwelling characteristics, but most strongly by the energy efficiency (SAP) rating and by standardized heating costs. However, even using these variables, along with other dwelling and household characteristics in a multi-variable prediction model, it would be necessary to target more than half of all dwellings in our sample to ensure at least 80% sensitivity for identifying dwellings with cold living-room temperatures. An even higher proportion would have to be targeted to ensure 80% sensitivity for identifying dwellings with cold-bedroom temperatures.Conclusion: Property and household characteristics provide only limited potential for identifying dwellings where winter indoor temperatures are likely to be low, presumably because of the multiple influences on home heating, including personal choice and behaviour. This suggests that the highly selective targeting of energy-efficiency programmes is difficult to achieve if the primary aim is to identify dwellings with cold-indoor-temperatures. (c) 2006 Published by Elsevier Ltd

Was macht Lehre "ausgezeichnet"? Merkmale und Handlungspraktiken exzellenter Lehrender aus Studierendensicht

Dieser Beitrag befasst sich mit der Frage, wie Studierende Exzellenz in der Lehre fassen. Auf Basis von Begründungen, die Studierende an der Wirtschaftsuniversität Wien im Rahmen eines Lehrpreises für ausgezeichnete Lehrende abgegeben haben, wurden fünf Typen konstruiert, die Aufschluss darüber geben, welche Zugänge zum Thema Exzellenz die Studierenden wählen und anhand welcher Kriterien sie selbige beurteilen. Neben der eingehenden Vorstellung dieser fünf Typen diskutiert der Beitrag auch kritisch, welche Handlungsempfehlungen aus solchen Ergebnissen ableitbar sind - bzw. wo die Grenzen solcher Handlungsempfehlungen liegen

Modelling the coordination environment in α‐ketoglutarate dependent oxygenases – a comparative study on the effect of N‐ vs. O‐ligation

In various non-heme iron oxygenases the Fe(II) center is coordinated by 2 N and 1 O atoms of the 2-His-2-carboxylate facial triad; however, most artificial model complexes bear only N-based ligands. In an effort to closely mimic the coordination environment in α-ketoglutarate dependent oxygenases, we have now employed the Me2tacnO ligand (4,7-dimethyl-1-oxa-4,7-diazacyclononane) in the synthesis of the complexes [(Me2tacnO)FeCl2]2 (1-NNO), [(Me2tacnO)FeCl3] (1 b-NNO) and [(Me2tacnO)Fe(BF)Cl] (2-NNO; BF=benzoylformate). The weaker donation of the O atom in the ligand was found to result in stronger binding of the ligand in trans-position to the O-atom of the ancillary ligand as compared to the corresponding complexes involving the Me3tacn (1,4,7-trimethyl-1,4,7-triazacyclononane) ligand. Furthermore, by stopped-flow techniques we could detect an intermediate (3-NNO) in the reaction of 2-NNO with O2. The spectroscopic features of 3-NNO agree with the involvement of an Fe(IV)-oxo intermediate and hence this study represents the first detection of such an intermediate in the O2 activation of artificial α-ketoglutarate Fe(II) complexes.Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)Peer Reviewe

Modelling the coordination environment in α-ketoglutarate dependent oxygenases – a comparative study on the effect of N- vs. O-ligation

In various non-heme iron oxygenases the Fe(II) center is coordinated by 2 N and 1 O atoms of the 2-His-2-carboxylate facial triad; however, most artificial model complexes bear only N-based ligands. In an effort to closely mimic the coordination environment in α-ketoglutarate dependent oxygenases, we have now employed the Me2tacnO ligand (4,7-dimethyl-1-oxa-4,7-diazacyclononane) in the synthesis of the complexes [(Me2tacnO)FeCl2]2 (1-NNO), [(Me2tacnO)FeCl3] (1 b-NNO) and [(Me2tacnO)Fe(BF)Cl] (2-NNO; BF=benzoylformate). The weaker donation of the O atom in the ligand was found to result in stronger binding of the ligand in trans-position to the O-atom of the ancillary ligand as compared to the corresponding complexes involving the Me3tacn (1,4,7-trimethyl-1,4,7-triazacyclononane) ligand. Furthermore, by stopped-flow techniques we could detect an intermediate (3-NNO) in the reaction of 2-NNO with O2. The spectroscopic features of 3-NNO agree with the involvement of an Fe(IV)-oxo intermediate and hence this study represents the first detection of such an intermediate in the O2 activation of artificial α-ketoglutarate Fe(II) complexes

Chewing gum benefits sustained attention in the absence of task degradation.

OBJECTIVES: The present study examined the effect of chewing gum on sustained attention and associated changes in subjective alertness. METHODS: In a within-participants design, 20 participants completed an extended version of the sustained attention response task (SART: Robertson et al., 1997), both with and without chewing gum. Self-rated measures of alertness, contentedness, and calmness were taken before and after the SART. RESULTS: Chewing gum was associated with improved attentional task performance. This finding was not contingent upon a general decrease in attentional performance and was apparent at all stages of the task. Subjective measures of alertness, contentedness, and calmness were higher following the chewing of gum. Changes in sustained attention co-varied with subjective alertness. DISCUSSION: The effects of chewing gum on attention and alertness are consistent with past literature and were not contingent on declines in attention. Additionally, we found evidence that gum-induced changes in self-rated alertness and attention are related. We found no support for the proposition that chewing gum can impair attention due to the division of resources