scholarly journals Leadership Standpoints

2021 ◽  
Author(s):  
Don Waisanen
Keyword(s):  
New York ◽  
Leadership Development ◽  
Open Access ◽  
Nonprofit Sector ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Next Generation ◽  
Informed Decisions ◽  
Leadership Framework ◽  
Community Trust

This project offers a new leadership framework for the next generation of nonprofit professionals. Based on five years of data collected from the New York Community Trust Leadership Fellowship - designed to address leadership development gaps in the nonprofit sector - it constructs three dimensions and eleven themes for the theory and practice of leadership standpoints. Leadership standpoints are a framework for practicing inclusion, building spaces for performance, and thinking and acting with range. Those using leadership standpoints continuously interact with diverse stakeholders, constantly verify others' views and interests, and remain keenly attentive to power distributions, material constraints, and hidden or unacknowledged voices that need surfaced, while expanding their personal and social outlooks to elevate performance and meet pressing demands best addressed through broadly informed decisions. This title is also available as Open Access on Cambridge Core.

Author Processing Charges: Barriers to Open Research, Barriers to Progress

2019 ◽  
Author(s):  
Robin O’Hanlon
Keyword(s):  
New York ◽  
Open Access ◽  
Open Research ◽  
The Future

Presentation slides from Metropolitan New York Library Council Open Access Symposium: "The Future Is Open Access, but How Do We Get There?: A Symposium." September 12-13, 2019. New York. NY.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Sustainability Assessment of Modern High-Rise Timber Buildings

2021 ◽  
Vol 13 (16) ◽  
pp. 8719
Author(s):  
Laura Tupenaite ◽  
Viktorija Zilenaite ◽  
Loreta Kanapeckiene ◽  
Tomas Gecys ◽  
Ineta Geipele
Keyword(s):  
Environmental Economic ◽  
Sustainability Assessment ◽  
Social Research ◽  
Sustainability Indicators ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Assessment Framework ◽  
Existing Buildings ◽  
High Rise

As woodworking and construction technologies improve, the construction of multi-storey timber buildings is gaining popularity worldwide. There is a need to look at the design of existing buildings and assess their sustainability. The aim of the present study is to assess the sustainability of modern high-rise timber buildings using multi-criteria assessment methods. The paper presents a hierarchical system of sustainability indicators and an assessment framework, developed by the authors. Based on this framework, the tallest timber buildings in different countries, i.e., Mjøstårnet in Norway, Brock Commons in Canada, Treet in Norway, Forte in Australia, Strandparken in Sweden and Stadthaus in UK, were compared across the three dimensions of sustainability (environmental, economic/technological, and social). Research has revealed that none of the buildings is leading in all dimensions of sustainability. However, each building is unique and has its own strengths. Overall multi-criteria assessment of the buildings revealed that the Brock Commons building in Canada has received the highest rank in all dimensions of sustainability. The paper contributes to the theory and practice of sustainability assessment and extends the knowledge about high-rise timber buildings. The proposed sustainability assessment framework can be used by both academics and practitioners for assessment of high-rise timber buildings.

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

The Brecht Forum/New York Marxist School: To the Next Generation

2013 ◽  
Vol 27 (2) ◽  
pp. 140-147
Author(s):  
Mary Boger ◽  
Liz Mestres
Keyword(s):  
New York ◽  
Next Generation
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