Добірка наукової літератури з теми "Leadership stance structure"

We examine the effects of board leadership structure on the performance of Chinese firms listed on the Singapore Stock Exchange. Using a sample of 105 firms covering 2009 to 2011, we find that CEO duality positively affects firm performance that can largely be explained by stewardship theory. There is also support for contingency theory as the CEO duality-firm performance relationship depends on whether Chinese firms are incorporated in Singapore or otherwise. This study offers insights for corporate regulators to soften their stance on the monitoring clauses concerning CEO duality. Major stakeholders in Singapore-based Chinese firms may need to bring some balance to board independence, board size, and the nomination process, particularly where CEO duality improves firm performance.

ABSTRACTThrough a study of middle-class power in Norwich in the first third of the twentieth century, this paper tests a number of hypotheses concerning the behaviour of British urban elites. Analysis of networks (freemasons, business organizations and family) assesses the level of social unification among the middle class; elite involvement in chapel, charities and voluntary organizations addresses the question of social leadership; whilst elite politics is considered through three questions: did they become unified behind a single anti-socialist stance? Did the more important members of the elite leave urban politics? And did they abandon faith in grand civic projects? Its conclusions suggest that the power and involvement of the elite continued into the 1930s, maintaining a positive approach to the scope and function of municipal authority.

This article reports findings from evaluation research conducted from three conferences in the Authority, Power, and Justice: Leadership for Change series, convened annually from 2014 to 2016 at Boston College. The conferences have had similar structures and themes, with some slight variations. The highly diversified staff and membership has highlighted the themes of social identity, power, and justice in the conferences. Findings were consistent with prior research that participants do indeed learn at conferences. For both experienced and inexperienced conference members, the process of learning and meaning making is complex, relational, and evolves over time beyond the conference boundaries, and is idiosyncratic and variable. Learning can also occur at a steep cost. Recommendations are offered for enhancing learning and mitigating some of the factors that may interfere with learning. Suggestions involve re-thinking our notions of conference boundaries and the consulting stance, better integration of conference themes into conference structure, and integration of evaluation processes into conferences.

This article reports findings from evaluation research conducted from three conferences in the Authority, Power, and Justice: Leadership for Change series, convened annually from 2014 to 2016 at Boston College. The conferences have had similar structures and themes, with some slight variations. The highly diversified staff and membership has highlighted the themes of social identity, power, and justice in the conferences. Findings were consistent with prior research that participants do indeed learn at conferences. For both experienced and inexperienced conference members, the process of learning and meaning making is complex, relational, and evolves over time beyond the conference boundaries, and is idiosyncratic and variable. Learning can also occur at a steep cost. Recommendations are offered for enhancing learning and mitigating some of the factors that may interfere with learning. Suggestions involve re-thinking our notions of conference boundaries and the consulting stance, better integration of conference themes into conference structure, and integration of evaluation processes into conferences.

Background/Context The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little research on the professional development of those who design and support these PD efforts. Purpose/Focus of Study To better understand how to support secondary teachers’ engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. Research Design A narrative case study design was used to examine the evolution of the professional development group from its inception in March 2004 through December 2005, halfway through the project's duration. The particular timeframe was targeted to explore the developmental phase of the group and critical decisions that shaped the group structure and direction. Data Collection and Analysis Traditional qualitative data sources were collected and analyzed in the construction of the narrative, including interviews with the professional developers, archived documents, and video and audio recordings of meetings. Conclusions/Recommendations The PD group's focus on how to foster and sustain a culture of collaborative inquiry provides insights into the structures and processes that support this kind of collaborative endeavor. Assuming an inquiry stance toward the work was challenged by the ongoing business of implementing a large-scale project and the demands of people's other work in school districts and universities. Difficulties related to communication between and during meetings also occurred. An explicit reliance on collaborative norms and explicitly using processes such as dialogue structured by protocols, distributing leadership responsibilities, and co-constructing an inquiry focus based on data analysis helped the group develop and maintain an inquiry stance. These findings inform the support of teachers undertaking collaborative inquiry for professional growth.

The Church is a popularly known part of the human society. The genesis was from the divine understanding of a few men and women during and after the ascension of Jesus Christ. The Church gradually grew into a great body of people of living faith. The significant impact of the Church in the human society over the years cannot be denied. The factual stance is challenging in the recent time due to the concurrent happenings of ineffectual activities perpetuated by so called ‘Christians’. While this observation is about the Church in general, the periscope of this article is the Nigerian Church. In Acts 11:26, the disciples were referred first to as Christians because the unbelievers could see the Christ-like image. The effectual movement of the Church has often been geared by Church leadership from the time of Jesus Christ. The biblical framework of this paper is John 13:1-17, where the foot washing concept is explored. With the activity of Jesus and His disciples; this paper depicts several applicable lessons for the sustenance of the Nigerian Church. Cardinal among the lessons is the concept of servant leadership, love and fellowship. A clear emphasis is laid on leadership in the Nigerian Church. Jesus gave a redefinition of this integral structure having equality and equity, though with regard to authority. Above all, the acknowledgement of Christ should be re-entrenched in the Nigerian Church, such that, the place of God remained usurped and His glory shared with no man!

This study addresses the dynamics of new social movements with a special emphasis on the “Refugees Welcome UK” in the light of the Syrian refugee crisis. Since March 2011, over four millions of people have fled civil war in Syria and sought refuge mainly in neighbouring countries, such as Turkey, Jordan, Egypt and Lebanon. However, precarious living circumstances and uncertain legal status in these countries have forced hundreds of thousands of Syrians to head for Europe in quest for a better life. The European countries, on the other hand, have adopted restrictive approaches towards Syrian refugees. Among these European countries, the UK has been the most criticized one because of its indifference to the plight of Syrian refugees. Under the leadership of David Cameron, the UK has taken a restrictive stance on accepting Syrian refugees and resisted any solution attempts at the EU level. Contrary to this anti-refugee approach at the state level, there emerged social movements in support of refugees throughout the UK. The most prominent one is the “Refugees Welcome” movement engaging in various strategies, ranging from seeking donation to raising public awareness. Building upon the insights of “New Social Movements” paradigm and using documentary analysis, this article explores the dynamics of this movement, its demands and objectives, social base, organizational structure, mobilization strategies and medium of action and social location. The article seeks to contribute both to the literature on social movements and to the current debate on refugees.

Purpose – Extant literature highlights the inadequacy of using just four domains – leadership, strategy, structure, and environment – for identifying firms’ configurations. The purpose of this paper is to answer the questions – what firm-level and external elements should be used to identify young firms’ configurations? Which among these is the core element? Design/methodology/approach – This paper relies on literatures on configuration approach and entrepreneurial orientation (EO) to build the assertions concerning the issue of theoretical specification used for generating young firms’ configurations, and its core element. Crisp-set qualitative comparative analysis (CS-QCA) of the data collected from 70 young firms supports the arguments. Various robustness analyses reaffirm these assertions. Findings – Literature review reveals that EO represents a firm’s decision-making proclivity concerning new entry and proactive risk-taking. CS-QCA supports the assertions that: inclusion of EO improves the configurational explanation of young firms’ performance; EO is the core element of young firms’ configurations; and market orientation or social capital cannot substitute EO in configurational studies of young firms’ performance. CS-QCA serves as a tool to support an alternative theoretical stance that questions the adequacy of extant domains used to identify configurations. Originality/value – This paper theorizes for inclusion of EO as an additional domain for identifying young firms’ configurations, and exploits novel capability of set theoretic methods of CS-QCA to explore the issues of model specification and conjunctural causation, and ascertain the core element of configurations.

The threat of COVID-19 to professionals has become personal. Professionals in neonatal healthcare can acquire infection and unknowingly become a vector, infecting babies, and their colleagues. A pragmatic stance of leadership, derived from leadership in extremis, communicates to subordinates that leaders have their immediate well-being in mind while engaging in demanding situations. Effective leadership for ill-structured problems embedded in the environment has distinct characteristics such as modeling cognitive and affective skills (attitudes and the contingent value of information) and the ability to modulate emotional states. Pragmatic leaders effectively increase subordinates' collective stress capacity for, and leverage individual capabilities during, in extremis circumstances. This paper describes pragmatic leadership characteristics and practices derived from experience, primary sciences, and High Reliability Organizations (HRO).

Using data from 310 executive MBA students in 66 teams on a business simulation project, we explored (a) how shared leadership and team learning behaviors influence each other over time in self-managed teams, and (b) how the stability of the leadership network structure (i.e., network churn) is associated with team learning behaviors. We found that shared leadership stimulated team learning behaviors in a manner consistent with previous research at the early stages of teams’ work together, but not at the middle and later stages of the task. We also found that teams that engaged in more learning behaviors early in the task were more likely to keep their leadership network structure stable. This stability was positively associated with team learning behaviors at the midpoint and end of the task. We use these findings to elaborate theory on how leadership and learning in self-managed teams develop, change, and influence each other over time.

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.07 "Теорія та методика виховання". Національний технічний університет "Харківський політехнічний інститут", Харків, Вінницький державний педагогічний університет імені М. Коцюбинського, Вінниця, 2018. Дослідження присвячене таким актуальним у теорії і методиці виховання та педагогіці вищої школи питанням, як підготовка майбутніх інженерів-лідерів, а саме – питанням формування і розвитку лідерської позиції майбутніх інженерів в освітньому процесі закладів вищої технічної освіти. За темою дослідження автором проведено аналіз літератури провідних вітчизняних і зарубіжних учених у сфері педагогіки та психології, виявлено особливості формування лідерства в студентському середовищі та педагогічні умови формування й розвитку лідерської позиції майбутніх інженерів у закладах вищої технічної освіти. У дослідженні розкрито сутність поняття «лідерська позиція майбутнього інженера», яке визначається як особистісне утворення, що включає в себе усвідомлення майбутнім інженером готовності до виконання ролі лідера та здатності до організаційного впливу на виробничий колектив. Встановлено, що лідерська позиція майбутнього інженера ґрунтується на його лідерському потенціалі та формується у процесі засвоєння лідерської ролі в різних життєвих ситуаціях, включаючи умови професійної інженерної сфери. Лідерська позиція не є тотожною лідерському потенціалу або наявним лідерським здібностям, натомість вона формується на їх підґрунті саме в процесі успішної лідерської діяльності, що включає в себе здійснення організаційних та установчих дій у процесі роботи з групою послідовників, при цьому особистість майбутнього інженера поступово звільняється від впливу зовнішнього середовища, що дозволяє їй свідомо змінювати як середовище, так і саму себе, набуваючи лідерські якості, передусім: організаційні, комунікативні, когнітивні, морально-вольові та рефлексивні уміння. Лідерська позиція вимагає цілісного підходу при своєму розгляді, вона не може зводитися до набору окремих якостей і ознак й повинна розглядатися в аспекті особистості в цілому. Також доведено, що лідерська позиція проявляється через лідерську поведінку і діяльність, вона зумовлюється системою цінностей, ідеалів, відображаючи характер потреб, мотивів і переконань особистості. Тому до наукової новизни належить і подальший розвиток структури лідерської позиції, яка складається з мотиваційно-ціннісного, когнітивного, діяльнісного та особистісного компонентів. На підставі теоретичного обґрунтування дослідженої проблеми та результатів констатувального етапу експерименту обґрунтовано єдиний комплекс взаємопов'язаних між собою педагогічних умов формування лідерської позиції у студентів закладів вищої технічної освіти, а саме: - залучення студентів у практичну самостійну діяльність, що передбачає застосування організаційних, комунікативних, когнітивних, рефлексивних умінь та зумовлює прояв їх лідерської позиції; - моделювання професійно-орієнтованих завдань, які вимагають від майбутніх інженерів вибору оптимальних способів лідерського впливу в ситуаціях діалогічної та групової взаємодії; - виховання ціннісного ставлення майбутніх інженерів до лідерської позиції під час позааудиторної та аудиторної роботи. На підставі цього розроблено модель реалізації педагогічних умов формування лідерської позиції майбутніх інженерів, яке охоплює насамперед формування практичних лідерських навичок, особистісні зміни, зміну самооцінки, формування здатності до лідерського впливу та ефективної взаємодії з послідовниками і здатності до всебічного аналізу різноманітних виробничих ситуацій з позиції лідера, усвідомлення майбутніми інженерами унікальної цінності своєї лідерської позиції для досягнення життєвого та професійного успіху та виникнення у них мотивації до розвитку лідерської позиції. Щодо реалізації першої педагогічної умови формування лідерської позиції відзначається, що практична, самостійна діяльність із колективом інших людей дозволяє майбутньому інженеру розвинути організаційні навички, відчути відповідальність за інших та сформувати позицію відповідального лідера. Ця робота також стимулює у студентів креативність у процесі вирішення нестандартних завдань та підсилює усвідомлення важливості лідерської позиції для вирішення групових проблем. Самостійна робота також створює унікальні умови для прояву ініціативи та дає можливість студентові проявити власний підхід до вирішення завдань, що є найбільш адекватним його особистості, та сприятиме саморозкриттю. У дослідженні акцентується на тому, що найважливішою особливістю самостійної роботи майбутнього інженера є свідома зміна самого себе, у процесі якої активно відбувається набуття лідерських якостей, насамперед когнітивних та морально-вольових. Друга педагогічна умова формування лідерської позиції – моделювання проблемних ситуацій – передбачає набуття студентами технічних спеціальностей досвіду лідера як реального фахівця, оцінки власних можливостей у розв'язанні проблемних ситуацій та проявлення особистісних якостей лідера, що зумовлюються лідерською позицією майбутнього інженера. Найбільш відповідним для застосування автор вважає соціальний тип моделей, аргументуючи тим, що цей тип моделей реалізується через групові розігрування проблемних ситуацій, які мають певний професійно значущий контекст, і всі учасники соціального моделювання отримують для себе цінний досвід групової взаємодії, під час якої стимулюються прояви лідерських якостей майбутніх інженерів, мотивація до досягнення спільної мети та успіху. Кожен учасник цього моделювання має змогу виконувати різноманітні соціальні ролі, насамперед, роль лідера групи. В рамках моделювання професійно-орієнтованих ситуацій автор вважає найбільш доцільним використовувати такі методи активного навчання як: метод моделювання ситуацій; метод ділових та рольових ігор; метод аналізу конкретних ситуацій. Особливе значення в процесі застосування моделювання має суб'єктивний досвід студентів. Використовуючи свій досвід у процесі роботи над проектним або соціальним моделюванням, студенти розкриваються в особистісному плані, стають більш сприйнятливими до професійних та особистісних змін. Розробляючи третю педагогічну умову формування лідерської позиції, доводиться, що саме усвідомлення важливості лідерської позиції для досягнення професійного та особистісного успіху майбутнього інженера є однією з ключових умов її формування, доки майбутній фахівець інженерного профілю не усвідомить, навіщо йому рухатися у напрямку розвитку лідерської позиції, яку цінність для нього має лідерська позиція, його розвиток у цьому напрямку буде малоефективним. При вихованні ціннісного ставлення до лідерської позиції в позаудиторній та аудиторній роботі найбільш важливими автор вважає такі напрями: - усвідомлення майбутнім інженером значення лідерської позиції для гармонійної соціальної взаємодії в процесі реалізації професійних завдань; - розвиток ціннісного ставлення до групових інтересів у професійній сфері; - розуміння майбутнім інженером можливостей, що відкриває лідерська позиція у розвитку його кар`єри та професійної успішності; - виникнення у майбутнього інженера спрямованості на досягнення успіху, позитивного ставлення та вмотивованості до формування лідерської позиції; - усвідомлення морального змісту та моральних колізій у діяльності інженера зі сформованою лідерською позицією. Найбільш сприятливими для поглиблення розуміння майбутніми інженерами важливості лідерської позиції в аспекті особистісного, професійного та суспільного розвитку автор вважає такі інструменти реалізації третьої педагогічної умови, як: лекції проблемного викладу, бесіди, метод прикладу, педагогічної вимоги, громадської думки, вправляння, привчання, доручення, стимулювання та коригування, змагання. Уточнено критерії сформованості лідерської позиції у студентів закладів вищої технічної освіти, а саме: мотиваційно-ціннісного, пізнавально-поведінкового, особистісно-рефлексивного, та відповідних показників, за якими визначались ефективність й результативність педагогічних умов щодо формування і розвитку лідерської позиції. Практичне значення дослідження полягає в експериментальній перевірці запропонованих педагогічних умов формування лідерської позиції у майбутніх інженерів. До експерименту було залучено 388 респондентів із чотирьох закладів вищої технічної освіти міста Харкова. Зафіксована позитивна динаміка за рівнем сформованості лідерської позиції довела дієвість реалізації авторських педагогічних умов та можливість їх широкого використання для розвитку лідерської позиції майбутніх інженерів, що свідчить про досягнення мети дослідження та доведення її гіпотези. У дослідженні висвітлено роль психолого-педагогічної діагностики як системи безперервного спостереження, вимірювання, контролю, корекції і проектування професійно-значущих лідерських якостей майбутніх інженерів. Водночас підкреслюється необхідність для формування лідерської позиції майбутніх інженерів трьох взаємопов’язаних між собою обов'язкових складових: управлінської і психолого-педагогічної підготовки, обов'язкової управлінської практики та виховного характеру навчання. При цьому визначено, що виховний характер навчання особливо ефективно позначається на розвитку лідерської позиції студентів, якщо вони залучаються до різноманітних видів позааудиторної діяльності, яка сприяє особистісному зростанню майбутнього інженера-лідера. Як приклад інноваційної педагогічної технології з формування та розвитку лідерської позиції у дослідженні наведено розроблену автором програму спецкурсу «Підготовка студентів до самостійної роботи вихователями в дитячому оздоровчому таборі» для формування лідерської позиції у студентів закладів вищої технічної освіти у позааудиторній діяльності. Автором розроблено методичні рекомендації до організації освітньої роботи з теми «Формування лідерської позиції майбутнього інженера» для науково-педагогічних співробітників, які викладають дисципліни психолого-педагогічного циклу, що має практичне значення. Педагогічні умови, запропоновані в дослідженні, розроблялись з урахуванням їх значущої ролі в сучасній педагогіці як інструменту поєднання й адаптації традиційних підходів до виховання і навчання та новітніх педагогічних технологій, що спрямовано не просто на введення певних форм та методів роботи у освітній процес, а на створення особливо організованого професійного середовища, в якому майбутні інженери мають можливості для професійного й особистісного зростання шляхом свідомих змін та перетворення як оточуючого середовища, так і самих себе, набуваючи при цьому лідерських якостей, насамперед: когнітивних, комунікативних, організаційних, морально-вольових і рефлексивних умінь, формуючи власну лідерську позицію.
The Thesis Research for obtaining the Degree of the Candidate of Pedagogic Sciences majoring in 13.00.07 – Theory and Methods of Education.– Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University, Vinnytsia, 201 8. In the dissertation, pedagogical conditions for the formation of a leading position of future engineers in higher technical educational institutions are theoretically substantiated and experimentally verified. The dissertation firstly defines the notion of leadership position of the future engineer as a conscious readiness to fulfill the role of the leader and the totality of all relations of his personality to the reality that has developed into a certain system of group relationships generated by this awareness. The basic components of a leadership position are defined: motivational-valuable, cognitive, activity and personal. It has been experimentally proved that the pedagogical conditions of forming the leadership position of a future engineer in a higher technical educational institution are: the inclusion of students in practical, independent activity, which involves the use of organizational, communicative, cognitive, reflexive skills and determines the manifestation of their leadership position; modeling of professionally-oriented tasks requiring students to choose the best ways to influence leadership in situations of group interaction; the upbringing of a value relation to a leadership position in classroom work.

The Faculty of Political Science of Florence – the oldest school of political and social science in Italy, founded in 1875 by Carlo Alfieri and named after his father Cesare – has a tradition of study that is widely recognised, even abroad, to which the cultural project of this series is related. The first book is dedicated to the research activity carried out by Luciano Cavalli and the profound traces that it has left on Italian and European sociology. Now Professor Emeritus, Luciano Cavalli taught and worked at the "Cesare Alfieri" for many years from 1966 on. Around his commitment as a "pioneer" of sociology in Italy he mustered an array of sociologists, active in different universities, many of whom have opened up new frontiers within the discipline and have successfully cultivated a dialogue with the other social sciences, as the contents of the book clearly illustrate. This extensive collection of essays offers a clear image of the fertile sociological work that burgeoned around the scientific commitment of Luciano Cavalli and was often generated by his own action of cultural stimulus. The three sections into which the book is divided – Portrait of an intellectual, The sociology of political phenomena and Sociological theory and social change – address issues of great relevance to the contemporary sociological debate. The rapport between the democratic construction of the modern State and the role and functions of the leadership, the relations between citizens and leaders, the various forms of the democratic institutional structures and the transformations of political culture are interwoven with the Neo-Weberian interpretation of the charisma theory that Cavalli masterfully proposed. Also particularly significant and topical are the critical reflections made by writers whose scientific itinerary has run parallel to that of Cavalli for decisive stretches, and who were and are bound to his teaching when they tackle arguments such as the changes in urban life, immigration and the problems of economic, political and social development in our times.

This concluding chapter studies how Democratic Mayor Carter Harrison's leadership created a new regime—a set of formal and informal governing institutions linking state and civil society—that endured into the Progressive Era. Harrison brought coordination and centralization to the disparate governments of the city and county, not through altering their formal structures, but through a disciplined political party. Meanwhile, his Democrats represented on the local level an updating of the antebellum party state, or “patronage democracy.” Arising to full prominence in the 1840s, patronage democracy witnessed the rise of a new elite of professional politicians—not local notables prominent for their wealth or family status—who manned both the party apparatus and public administration within an electoral democracy and an industrializing economy.

Hegemony emerged as an analytical term to conceptualize different historical periods out of the combined post-1945 historical context of two key events: the dissolution of an international political order founded upon European colonial empires, and the establishment and evolution of a postwar liberal international economy under U.S. leadership. Within the subdiscipline of International Political Economy (IPE), the genesis of the concept of “hegemony” or “leadership” has two sources: the idea of hegemonic order or dominance within the world economy as articulated in Immanuel Wallerstein’s World-Systems Theory in the early 1970s, and the publication of Charles Kindleberger’s analysis of the Great Depression that initiated a debate involving neorealist and liberal-oriented scholars around what subsequently become known as “hegemonic stability theory.” John Ikenberry also articulated a nuanced understanding of hegemony from a liberal-institutionalist perspective with regard to the post-1945 international order. There exists a substantial amount of literature on the theory and history of hegemony within IPE, and much of this discussion has been fueled by ongoing developments in the world economy. Critics of hegemony situate and embed state power and behavior within the socioeconomic structure of capitalism, and also focus on class agency as central to the establishment and evolution of hegemonic orders. To varying degrees these scholars have drawn on the theory of hegemony developed by Antonio Gramsci.

This chapter examines the history of Anglicanism in Oceania. In particular, it demonstrates how Anglo-Catholic, High Church, and monastic expressions of Anglicanism were transposed to Melanesian and Polynesian contexts, producing a unique and evolving set of identities and practices. While a missionary posture of accommodation fostered the inculturation of worship rituals, liturgy, institutional structures, and theologies into indigenous forms, an accompanying paternalistic ethos delayed the creation of an indigenous Church and leadership. The chapter also highlights the crucial role of women and indigenous agency. Finally, the period after 1942 marked a decisive shift from colonial dependency to independent nationhood in places where Anglicanism had taken root. How Anglicans in the region negotiated the tension between tradition and modernity—in Church, society, and state—is a further salient theme of this chapter.

Prisons and jails in Rio de Janeiro are violent and crowded; they are governed by narco-gangs and are also intensely religious spaces. Rio's penal institutions reflect the social world of the poor neighborhoods where most of the inmates lived before their arrests. They are places where the state has a weak presence and residents organize around nonstate entities, primarily gangs like the Comando Vermelho or the Pentecostal churches. Inside of prison Pentecostal inmates form churches that resemble the gangs in organization and leadership structure. The gangs allow the churches to function autonomously, even allowing inmates to renounce their gang affiliation and join the churches as long as their religious commitments are deemed genuine. To gather data on the incarcerated Pentecostal groups, I spent two weeks living inside a prison in Brazil and then collected ethnographic data by regularly visiting one prison and one jail in Rio de Janeiro over a year to observe church activities and interview inmates, guards, and the Pentecostal volunteers visiting from outside churches. This book is a lived religion study of prison Pentecostalism, and I emphasized the rituals and embodied daily practice of the faith. From the data collected, I argue that the ganglike structure of the churches and the rigorous and visible practice of the faith enable the churches to thrive in prison. The churches provide protection, which makes them an attractive option to inmates whose lives may be at risk, but more important the churches allow members the opportunity to live moral and dignified lives in the midst of horrendous circumstances.

Ten years after the global financial crisis of 2008/9 there is widespread scepticism about the ability to curb volatile financial markets and international cooperation in general. Changes in the global rules of finance discussed in the G20 during the last ten years remain limited, and it is doubtful whether they are suitable to help mitigate and manage future crisis to come. This book argues that this failure is not simply the result of bad leadership and clash of national egoisms but rather the result of a much more fundamental competition of capitalisms. US finance-led, EU integration-led, and East Asian state-led capitalism complement each other globally, but at the same time they have conflicting preferences on how to complement their distinct domestic regulations at the international level. This interdependence of capitalist models is both relatively stable but also prone to crisis caused by volatile financial flows, global economic imbalances, and ‘currency wars’. This book shows that regulating international finance is not a technocratic exercise of finetuning the machinery of international institutions but a political process depending on the dynamic of domestic institutions and power relations. If we want to understand international economic cooperation, we need to understand the diversity of domestic dynamics of the different models of capitalism, not just concerning financial markets but also in connected areas such as corporate structure, labour markets, and welfare regimes. Ultimately, international cooperation is both desirable and possible, but needs to go hand in hand with fundamental changes at the domestic level.

R2P invokes the power-morality nexus in international relations and interrogates the rules of engagement that anchor international society. Conceptualization of R2P as a liberal Western construct can therefore be divisive, especially when operationalization of the norm—as happened during the 2011 intervention in Libya—feeds into a West-against-the-Rest narrative. This is unfortunate because the R2P doctrine has deep roots in the non-Western world—Africa in particular—and Global South perspectives continue to strengthen its conceptual development. Emerging powers challenge the status quo of structural power and their rhetoric on R2P often invokes mistrust of Western altruism in international politics. Their actions, on the other hand, prove that they are no less prone to realpolitik in the normative domain. State actors in the normative middle of international politics, including developed as well as developing countries, are well placed to bridge the West-versus-the-Rest schism and to provide leadership in the R2P discourse.

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

The Yiguandao (Way of Pervading Unity) was one of the major redemptive societies of Republican China. It is nowadays one of the largest and most influential religious movements of the Chinese world and at the same time one of the least known and understood. From its powerful base in Taiwan, it develops worldwide, including in Mainland China, where it nevertheless remains officially forbidden. Based on extensive ethnographic work carried out over nearly a decade, Reclaiming the Wilderness explores the expansionary dynamics of this group and its regional circulations such as they can be primarily observed from a Hong Kong perspective. It analyzes the proselytizing impetus of the adepts, the transmission of charisma and forms of leadership, the specific role of Confucianism that makes it possible for the group to defuse tension with Chinese authorities and, even sometimes, to cooperate with them. It also delves into Yiguandao’s well-structured expansionary strategies and in its quasi-diplomatic efforts to navigate the troubled waters of cross-strait politics. To readers primarily interested in Chinese studies, this work offers new perspectives on state–religion relationships in China, the Taiwan issue seen through the lenses of religion, or one of the modern and contemporary fates of Confucianism—that is, its appropriation by redemptive societies and religious organizations. But it also addresses theoretical questions that are relevant to completely different contexts and thus contributes to the fields of sociology, anthropology, and psychology of religion.

Unitarianism and Presbyterian Dissent had a complex relationship in the nineteenth century. Neither English Unitarians nor their Presbyterian cousins grew much if at all in the nineteenth century, but elsewhere in the United Kingdom the picture was different. While Unitarians failed to prosper, Presbyterian Dissenting numbers held up in Wales and Ireland and increased in Scotland thanks to the Disruption of the Church of Scotland. Unitarians were never sure whether they would benefit from demarcating themselves from Presbyterians as a denomination. Though they formed the British and Foreign Unitarian Association, its critics preferred to style themselves ‘English Presbyterians’ and Presbyterian identities could be just as confused. In later nineteenth-century Scotland and Ireland, splinter Presbyterian churches eventually came together; in England, it took time before Presbyterians disentangled themselves from Scots to call themselves the Presbyterian Church of England. While Unitarians were tepid about foreign missions, preferring to seek allies in other confessions and religions rather than converts, Presbyterians eagerly spread their church structures in India and China and also felt called to convert Jews. Missions offered Presbyterian women a route to ministry which might otherwise have been denied them. Unitarians liked to think that what was distinctive in their theology was championship of a purified Bible, even though other Christians attacked them as a heterodox bunch of sceptics. Yet their openness to the German higher criticism of the New Testament caused them problems. Some Unitarians exposed to it, such as James Martineau, drifted into reverent scepticism about the historical Jesus, but they were checkmated by inveterate conservatives such as Robert Spears. Presbyterians saw their adherence to the Westminster Confession as a preservative against such disputes, yet the Confession was increasingly interpreted in ways that left latitude for higher criticism. Unitarians started the nineteenth century as radical subversives of a Trinitarian and Tory establishment and were also political leaders of Dissent. They forfeited that leadership over time, but also developed a sophisticated, interventionist attitude to the state, with leaders such as H.W. Crosskey and Joseph Chamberlain championing municipal socialism, while William Shaen and others were staunch defenders of women’s rights and advocates of female emancipation. Their covenanting roots meant that many Presbyterians were at best ‘quasi-Dissenters’, who were slower to embrace religious voluntaryism than many other evangelical Dissenters. Both Unitarians and Presbyterians anguished about how to reconcile industrial, urban capital with the gospel. Wealthy Unitarians from William Roscoe to Henry Tate invested heavily in art galleries and mechanics institutes for the people but were disappointed by the results. By the later nineteenth century they turned to more direct forms of social reform, such as domestic missions and temperance. Scottish Presbyterians also realized the importance of remoulding the urban fabric, with James Begg urging the need to tackle poor housing. Yet neither these initiatives nor the countervailing embrace of revivalism banished fears that Presbyterians were losing their grip on urban Britain. Only in Ireland, where Home Rule partially united the Protestant community in fears for its survival, did divisions of space and class seem a less pressing concern.

How does China manage political participation? This chapter analyzes changing opportunities for participation in the leadership transition from Hu Jintao to Xi Jinping. Contentious political participation—where individuals and independent organizations engage in protest and other disruptive behavior—has been further curtailed under Xi’s leadership. Yet institutional participation by ordinary citizens through quasi-democratic institutions appears unaffected and is even trending up in certain sectors. Manipulation of the political opportunity structure is likely strategic behavior on the part of authoritarian rulers, as they seek to incorporate or appease the discontented. The political opportunity structure in non-democracies is therefore multifaceted: one channel of participation can close as others expand.

This chapter addresses two major challenges in academic entrepreneurship. First, rather than continuously questioning and improving the effectiveness and efficiency of their knowledge and technology transfer (KTT) program, universities often get stuck in their day-to-day business. Second, unlike businesses, most research organisations do not base their strategy and operational activities on their research customers’ demands, namely companies, and thus often miss to meet the needs of their market. Starting with a theoretical discussion on university structures and market orientation in KTT, this chapter presents the successful case of Münster University of Applied Sciences (MUAS) in Germany. Separating strategic, operational, and analytical-scientific activities, MUAS established a Science-to-Business Marketing Research Centre (S2BMRC) which conducts various activities to optimise relationships between academia and business based marketing principles. The chapter details the centre’s field of duties, benefits of having such a centre, and success factors in the formation and operation stage, thus giving insight for all those lacking a market-oriented KTT structure.

Many innovative higher education initiatives become ephemeral because they are not adequately integrated into the incentive structures of the academy. When an initiative is simply work, done without alignment to larger learning goals or the inducements faculty follow in seeking tenure and rank promotion, that initiative usually fails. Roughly 20 years into the era of civic skill-building focus in the academy, civic engagement is still at a place where it is ‘finding its way' at universities where it has been implemented. To fully integrate and become a stable, mission-central commitment, civic engagement must become something from which faculty, staff, and students can see the tangible benefits. Three developments in the evolution of civic engagement in the academy are hallmarks of the success intentional incentives have in advancing civic skill-building in college students. The chapter will focus on those three best practices of civic engagement: student civic engagement learning outcomes, incentives for faculty participation, and curricular integration.

In this chapter, the authors attempt to investigate the interaction between remittances and financial development and its impact on the economic growth over the period 1980-2016. In this respect, they apply the autoregressive distributed lag bound test (ARDL) approach on cross-country of data series from 1980 to 2016 to study the short- and long-run relationship of remittances and financial development with economic growth. The empirical results show that the direct effects of shipments on growth are significant. On the other hand, the impact of remittances on economic seems to be more significant by means of the financial development. It also shows that these shipments are more efficient in the case of a less developed informal sector, a politically stable economy, and a developed financial structure.

This article is devoted to the study of the organizational structure of the Ukrainian Greek Catholic Church (hereinafter UGCC) as the largest Eastern Catholic Church of the Byzantine rite in the world. The UGCC belongs to religious organizations (hereinafter RO), which form a separate subgroup in the general structure of non-profit organizations (hereinafter NGOs) and, accordingly, constitute the third sector of the economy along with government agencies and commercial organizations. When considering the theoretical issues, the article presents the development and evaluation of scientific thought, the theory of research and the functioning of organizational structures. The essence of organizational management structures is revealed, in particular their basic elements, interrelations, as well as the fundamentals of formation and designing. In what follows, the system of general ecclesiastical administration of the Catholic Church is presented, where the power of leadership, or administration, is divided into three categories: legislative, judicial and executive, combined as a whole in the person of the pope and at the level of the Bishop’s Particular Church. The article also reveals the place and status of the Eastern Catholic Churches in the general structure of the Catholic Church, where synodal administration is considered to be a usual form of government. This form of government operates through an episcopal system based on the hierarchy of bishops and their unification into a college (synod) headed by the head of the church. In the analysis of statistical data on the development of structures and personnel of the UGCC for the last two decades, the quantitative growth of the clergy and the quantitative growth of parishes for this period are graphically presented, which testifies to the stable and professional development of organizational structures and personnel (clergy) of the UGCC in the world. When analyzing church documents (normative – legal acts) regulating the activities of the UGCC and comparing them with theoretical developments in the field of management of organizational structures, it should be noted that OSU UGCC belongs to bureaucratic structures with decentralized operational management at the local level. From the point of view of the analysis of the hierarchy of power, the main governing bodies of the UGCC are described, where the status of each governing body and official is clearly regulated by church canons and job descriptions of the UGCC.

Although the party systems of Central Europe have witnessed significant turbulence, some parties have survived. Endurance is more common among parties that built well-developed organizational structures, took a clear ideological stance as a standard-bearer on a major enduring issue divide of politics, and developed internal institutional structures that allow for a passing of the leadership baton when leaders had outlived their usefulness. In contrast, many new parties created in Central Europe do not have these characteristics. Their chances of survival are often diminished further by participation in government when they find it hard to deliver on their promises. Given the way that new parties begin, it is therefore not much of a surprise that most do not survive for more than a few election cycles. A few new parties were able to survive, but they did so mainly by actively choosing to acquire characteristics of the long-established parties.

We are living in a state of great flux. Needless to say, political, social, economic, and technological structures are changing faster than we can name and define them. As educators, we are called upon to ready adults for the challenges brought on by global changes. Educators in the 21st century are no longer knowledge producers and disseminators. Educators are involved in managing the educational process: their own and that of the adult students. Educational leadership in the knowledge society is evidenced with a curiously mixed set of skills; it is defined by emotional intelligence and spirituality; it is defined by the finely honed ability of facilitating learning in cross-cultural, multi-lingual, and inter-disciplinary settings; it is defined by a willingness to move away from the guru-stance of teaching and toward a praxis of partnering for change. Today’s educator ought to be a strategic partner in the lifelong and life-wide process of learning. This chapter explores the multi-dimensional role of educational leadership, which is characterized by interdependence and calls for research on collaborative and contextual paradigms in higher education development, delivery, and management.

This chapter discusses the different strengths, challenges, and potential extensions of the Movement Structure Theory (MST). In MST, the key distinction is the number of significant groups, which determines whether the movement is internally competitive or noncompetitive. This aspect of movement structure drives group incentives and movement dynamics, which together drive group behavior and movement outcome. Alliances have comparatively little impact. In an alliance, individuals are generally loyal to their groups first. Individual group leadership maintains ultimate decision-making power, even if groups agree to try to coordinate certain actions. The power concentrated in a single alliance is therefore far less cohesive in organization, coherent in action, and stable in alignment than a single group. These factors make a movement with a unifying alliance somewhat different from a fragmented movement with no such ties but very different from a hegemonic movement with a single dominant group.

This chapter explores whether Russia can be considered as a great power in international environmental politics, focusing on action to address climate change. It analyses the evolution in Russia’s position and behaviour in the international climate change negotiations and its stance towards leadership in this area over time and discusses the factors that have contributed to these changes. It concludes with discussion of the role of great power framing in Russia’s stance in the domestic and international debate on climate change. The chapter finds that, possessing key structural characteristics of positive and negative environmental power, Russia has actively drawn on great power framing in the formulation of its climate change strategy. While there is a clear ambition to act as a great power, overall Russia’s efforts on climate change are not framed in the context of joint global action and common responsibility, but rather emphasize its national interests. Political perceptions of its own interests in turn have changed over time, influenced by a combination of a domestic economy highly dependent on fossil fuel extraction and export, prominence of climate sceptics and anti-climate economic lobbyists, as well as overall internal and international political dynamics.

Our paper aims to identify and evaluate the factors determining the differentiated development of the regional structure of the Slovak Republic through analysis; directly or indirectly to show the reasons for the lag of some regions of the Slovak Republic. We will analyze the socio-economic lag of the regions in Slovakia through relevant social and economic indicators (e.g. unemployment rate, economic performance, the sectoral structure of the economy, state of infrastructure, average wages, selected demographic structures, level of innovation and others). We calculate and evaluate regional disparities using selected methods, which should point us to the fact that the differences between developed and lagging regions have already reached such proportions that regional polarization and regional disparities are entirely appropriate for this situation.

Despite the fact that we live in a country where the farmers' associations are created among the first on the Old Continent, and where one of the first Institute for Nature Protection is created, statistics warn us that the demise of several hundred Serbian villages and thus the emptying of strategically important areas of the state of Serbia today, is a serious development problem. In this paper an analysis of the rural, age and educational structure of the population, in rural areas of the Republic of Serbia, has been performed. The authors believe that the situation is not hopeless and point out that the sustainable development of the village is possible only if favorable local preconditions for it are met. Therefore, it is necessary to revive and institutionally expand the competencies of rural local communities as a form of local rural self-government in the Serbian folk tradition. Accordingly, decentralization and polycentric development are the main conditions for the renewal of the population and devastated parts of Serbia. Moreover, native networks and integrated rural development are models applicable through LAP in accordance with the characteristics of the area. Nowadays, it is necessary to raise people's awareness of the importance of rural survival and sustainable management of resources in agriculture, i.e. to breathe new life into rural areas, which would also be a motive for staying in the countryside.

Youth entrepreneurship can become one of the driving locomotives in the development of the Russian economy. The empirical investigation aimed at eliciting youth potential and feasibility of promoting their giftedness in the entrepreneurial sphere. 220 students and postgraduates of 13 universities, located in 12 constituent entities of the Russian Federation, participated in it. The research was conducted by means of a questionnaire during the all-Russian program for the development of the youth project environment “Innograd — 2019: my start”. Content-analysis and descriptive statistics methods were used for data processing. The phenomenon of giftedness to entrepreneurial activity, based on a set of interconnected psychic determinants, including creativity, intrinsic motivation, perseverance in achieving goals, leadership and organizational skills, non-conformism, may be discussed only in exceptional cases (about 1 %). Meanwhile, modern youth has the potential to start a business and connects their professional future with it. Youth entrepreneurship is a multi-motivated activity. External positive and external negative, internal motives are combined into a single structure. It is internal motives, prompted by the needs for self-realization and independence that determine entrepreneurial giftedness. Modern young people consider the main barriers to launching their own business to be outside. To these they refer deficiency of start-up capital, lack of knowledge and adverse environmental factors. Supportive measures, provided by the state through the creation of appropriate infrastructure, eliminate the majority of the difficulties and reduce the risks in setting up own businesses. For young people, gifted in the business field, these barriers are conditional.

Research studies have shown that most young and inexperienced academic members in higher institutions all over the world especially in developing nations required assistance in developing their academic career and enhancing their teaching experiences through mentoring. However, academic mentoring has not been effective in many higher institutions of learning, especially those in the developing world, Nigeria not exempted. With quantitative and qualitative approaches, this study explored mentoring among teaching staff, looking at how both variables determine the academic competence of teaching staff in Lagos State Polytechnic, Ikorodu Lagos. A cross sectional survey of all the schools in Lagos State Polytechnic was carried-out with a sample size of 200. The sampling technique used is purposive sampling. The study used descriptive statistics which include tables, percentages, and graph while Chi-Square was used to analyze the formulated hypothesis. Questionnaire was used as the major research instrument. The data analyzed for this study was from 150 academic staff that their questionnaire were properly filled and submitted and out of this, Chief Lecturers, Principal Lecturers and Senior Lecturers constituted 95 (63%) respondents, who we referred to as Mentor, and others constituted 55(37%), who we referred to as Mentee. This study used theories on mentoring, leadership and career development that relate to the study. The paper focused on three main research questions: measuring the level of awareness, mentoring and competence and formation of mentoring among teaching staff of Lagos State Polytechnic, Ikorodu. Findings from this study showed that teaching staff in Lagos State Polytechnic are very much aware of academic mentoring, and they believed that academic mentoring were developed on the basis of familiarity in research interests. It was also discovered from the review of literature that, the unresponsive attitude of some junior teaching staff, the pressure of administrative duties, unavailability of formal mentor/mentee structures were identified barriers to good mentoring skills among mentors and mentees. Based on these findings, the paper recommended among others that the institution should develop staff through policies on mentoring in Lagos State Polytechnic systems, this will serve as an avenue to groom new generation of competent academic staff, who will build responsible future leaders Keywords: Academic mentoring, grooming, academic competence, teaching staff

Community-Based Tourism (CBT) is an approach to tourism presumed to achieve the sustainable development goals (SDGs), especially involved on SDG1-No Poverty and SDG11-Sustainable Cities and Communities. In rural communities, homestays are essential CBT component that have made many contributions to the local economy and quality of life. The Malaysia Homestay Programme (MHP) has received special attention from the government due to its potential to enhance local communities’ livelihoods and economic sustainability. This study assesses factors that measure the successful performance of communitybased tourism on the MHP. Homestay programmes are a form of community tourism, in which the host (operator) provides family-friendly stay facilities for rent to tourists, thus generating additional income for the family. Based on the previous studies, the homestay operators faced the following external challenges such as village landscape, inefficient networking, lack of cooperation and commitment from homestay operators, exploitation of external parties, as well as ineffective promotional and marketing activities. These challenges must be resolved effectively to sustain the MHPs forward momentum. Essentially, the experiences of hosts (homestay operators) in dealing with the above mentioned challenges should be sought and empirically documented for future policy-making activities by the development agencies and the society. The national economy is bound to progress with escalating arrivals of tourists if effective strategies are devised by the stakeholders in resolving the problems faced by the homestay operators. Prior studies have listed the critical factors that dictated the success or failure of CBT programmes from the stance of CBT managers and experts. Nonetheless, insights from the local community pertaining to the success of CBT have been largely ignored despite their significance. A case study approach was adopted in this research paper with a qualitative methodology. Data was collected from 17 key informants in 11 MHPs. A structured and in-depth interview was the primary data collection technique, used together with photos, note-taking, and sound recordings. From the interview analysis, 12 criteria were identified as most of the respondents had mentioned those criteria as success factors for MHPs. The findings also revealed 7 very important dimensions for MHP to receive high numbers of visitors which are: effective marketing and promotional strategies, maintained facilities and utilities, uniqueness and quality products/packages design, community engagement and support, collaboration and networking, leadership, and recognition, as well as previous awards. The new dimensions on homestay development identified in this study are recognition and previous awards, entrepreneurship and uniqueness of product and package design. The study outcomes signify that most of the respondents claimed that the MHP success is dictated by the quantity of tourists. This is because; the volume of tourists generates additional income to those involved in the MHP. However, there are other dimensions that should be weighed in by homestay operators to ensure that their homestays can succeed and survive for a longer period and can be contribute to SDG1 and SDG11.

Attention to safety and health are of ever-increasing priority to industrial organizations. Good Safety is demanded by stockholders, employees, and the community while increasing injury costs provide additional motivation for safety and health excellence. Safety has always been a strong corporate value of DuPont and a vital part of its culture. As a result, DuPont has become a benchmark in safety and health performance. Since 1990, DuPont has re-engineered itself to meet global competition and address future vision. In the new re-engineered organizational structures, DuPont has also had to re-engineer its safety management systems. A special Discovery Team was chartered by DuPont senior management to determine the “best practices’ for safety and health being used in DuPont best-performing sites. A summary of the findings is presented, and five of the practices are discussed. Excellence in safety and health management is more important today than ever. Public awareness, federal and state regulations, and enlightened management have resulted in a widespread conviction that all employees have the right to work in an environment that will not adversely affect their safety and health. In DuPont, we believe that excellence in safety and health is necessary to achieve global competitiveness, maintain employee loyalty, and be an accepted member of the communities in which we make, handle, use, and transport products. Safety can also be the “catalyst” to achieving excellence in other important business parameters. The organizational and communication skills developed by management, individuals, and teams in safety can be directly applied to other company initiatives. As we look into the 21st Century, we must also recognize that new organizational structures (flatter with empowered teams) will require new safety management techniques and systems in order to maintain continuous improvement in safety performance. Injury costs, which have risen dramatically in the past twenty years, provide another incentive for safety and health excellence. Shown in the Figure 1, injury costs have increased even after correcting for inflation. Many companies have found these costs to be an “invisible drain” on earnings and profitability. In some organizations, significant initiatives have been launched to better manage the workers’ compensation systems. We have found that the ultimate solution is to prevent injuries and incidents before they occur. A globally-respected company, DuPont is regarded as a well-managed, extremely ethical firm that is the benchmark in industrial safety performance. Like many other companies, DuPont has re-engineered itself and downsized its operations since 1985. Through these changes, we have maintained dedication to our principles and developed new techniques to manage in these organizational environments. As a diversified company, our operations involve chemical process facilities, production line operations, field activities, and sales and distribution of materials. Our customer base is almost entirely industrial and yet we still maintain a high level of consumer awareness and positive perception. The DuPont concern for safety dates back to the early 1800s and the first days of the company. In 1802 E.I. DuPont, a Frenchman, began manufacturing quality grade explosives to fill America’s growing need to build roads, clear fields, increase mining output, and protect its recently won independence. Because explosives production is such a hazardous industry, DuPont recognized and accepted the need for an effective safety effort. The building walls of the first powder mill near Wilmington, Delaware, were built three stones thick on three sides. The back remained open to the Brandywine River to direct any explosive forces away from other buildings and employees. To set the safety example, DuPont also built his home and the homes of his managers next to the powder yard. An effective safety program was a necessity. It represented the first defense against instant corporate liquidation. Safety needs more than a well-designed plant, however. In 1811, work rules were posted in the mill to guide employee work habits. Though not nearly as sophisticated as the safety standards of today, they did introduce an important basic concept — that safety must be a line management responsibility. Later, DuPont introduced an employee health program and hired a company doctor. An early step taken in 1912 was the keeping of safety statistics, approximately 60 years before the federal requirement to do so. We had a visible measure of our safety performance and were determined that we were going to improve it. When the nation entered World War I, the DuPont Company supplied 40 percent of the explosives used by the Allied Forces, more than 1.5 billion pounds. To accomplish this task, over 30,000 new employees were hired and trained to build and operate many plants. Among these facilities was the largest smokeless powder plant the world had ever seen. The new plant was producing granulated powder in a record 116 days after ground breaking. The trends on the safety performance chart reflect the problems that a large new work force can pose until the employees fully accept the company’s safety philosophy. The first arrow reflects the World War I scale-up, and the second arrow represents rapid diversification into new businesses during the 1920s. These instances of significant deterioration in safety performance reinforced DuPont’s commitment to reduce the unsafe acts that were causing 96 percent of our injuries. Only 4 percent of injuries result from unsafe conditions or equipment — the remainder result from the unsafe acts of people. This is an important concept if we are to focus our attention on reducing injuries and incidents within the work environment. World War II brought on a similar set of demands. The story was similar to World War I but the numbers were even more astonishing: one billion dollars in capital expenditures, 54 new plants, 75,000 additional employees, and 4.5 billion pounds of explosives produced — 20 percent of the volume used by the Allied Forces. Yet, the performance during the war years showed no significant deviation from the pre-war years. In 1941, the DuPont Company was 10 times safer than all industry and 9 times safer than the Chemical Industry. Management and the line organization were finally working as they should to control the real causes of injuries. Today, DuPont is about 50 times safer than US industrial safety performance averages. Comparing performance to other industries, it is interesting to note that seemingly “hazard-free” industries seem to have extraordinarily high injury rates. This is because, as DuPont has found out, performance is a function of injury prevention and safety management systems, not hazard exposure. Our success in safety results from a sound safety management philosophy. Each of the 125 DuPont facilities is responsible for its own safety program, progress, and performance. However, management at each of these facilities approaches safety from the same fundamental and sound philosophy. This philosophy can be expressed in eleven straightforward principles. The first principle is that all injuries can be prevented. That statement may seem a bit optimistic. In fact, we believe that this is a realistic goal and not just a theoretical objective. Our safety performance proves that the objective is achievable. We have plants with over 2,000 employees that have operated for over 10 years without a lost time injury. As injuries and incidents are investigated, we can always identify actions that could have prevented that incident. If we manage safety in a proactive — rather than reactive — manner, we will eliminate injuries by reducing the acts and conditions that cause them. The second principle is that management, which includes all levels through first-line supervisors, is responsible and accountable for preventing injuries. Only when senior management exerts sustained and consistent leadership in establishing safety goals, demanding accountability for safety performance and providing the necessary resources, can a safety program be effective in an industrial environment. The third principle states that, while recognizing management responsibility, it takes the combined energy of the entire organization to reach sustained, continuous improvement in safety and health performance. Creating an environment in which employees feel ownership for the safety effort and make significant contributions is an essential task for management, and one that needs deliberate and ongoing attention. The fourth principle is a corollary to the first principle that all injuries are preventable. It holds that all operating exposures that may result in injuries or illnesses can be controlled. No matter what the exposure, an effective safeguard can be provided. It is preferable, of course, to eliminate sources of danger, but when this is not reasonable or practical, supervision must specify measures such as special training, safety devices, and protective clothing. Our fifth safety principle states that safety is a condition of employment. Conscientious assumption of safety responsibility is required from all employees from their first day on the job. Each employee must be convinced that he or she has a responsibility for working safely. The sixth safety principle: Employees must be trained to work safely. We have found that an awareness for safety does not come naturally and that people have to be trained to work safely. With effective training programs to teach, motivate, and sustain safety knowledge, all injuries and illnesses can be eliminated. Our seventh principle holds that management must audit performance on the workplace to assess safety program success. Comprehensive inspections of both facilities and programs not only confirm their effectiveness in achieving the desired performance, but also detect specific problems and help to identify weaknesses in the safety effort. The Company’s eighth principle states that all deficiencies must be corrected promptly. Without prompt action, risk of injuries will increase and, even more important, the credibility of management’s safety efforts will suffer. Our ninth principle is a statement that off-the-job safety is an important part of the overall safety effort. We do not expect nor want employees to “turn safety on” as they come to work and “turn it off” when they go home. The company safety culture truly becomes of the individual employee’s way of thinking. The tenth principle recognizes that it’s good business to prevent injuries. Injuries cost money. However, hidden or indirect costs usually exceed the direct cost. Our last principle is the most important. Safety must be integrated as core business and personal value. There are two reasons for this. First, we’ve learned from almost 200 years of experience that 96 percent of safety incidents are directly caused by the action of people, not by faulty equipment or inadequate safety standards. But conversely, it is our people who provide the solutions to our safety problems. They are the one essential ingredient in the recipe for a safe workplace. Intelligent, trained, and motivated employees are any company’s greatest resource. Our success in safety depends upon the men and women in our plants following procedures, participating actively in training, and identifying and alerting each other and management to potential hazards. By demonstrating a real concern for each employee, management helps establish a mutual respect, and the foundation is laid for a solid safety program. This, of course, is also the foundation for good employee relations. An important lesson learned in DuPont is that the majority of injuries are caused by unsafe acts and at-risk behaviors rather than unsafe equipment or conditions. In fact, in several DuPont studies it was estimated that 96 percent of injuries are caused by unsafe acts. This was particularly revealing when considering safety audits — if audits were only focused on conditions, at best we could only prevent four percent of our injuries. By establishing management systems for safety auditing that focus on people, including audit training, techniques, and plans, all incidents are preventable. Of course, employee contribution and involvement in auditing leads to sustainability through stakeholdership in the system. Management safety audits help to make manage the “behavioral balance.” Every job and task performed at a site can do be done at-risk or safely. The essence of a good safety system ensures that safe behavior is the accepted norm amongst employees, and that it is the expected and respected way of doing things. Shifting employees norms contributes mightily to changing culture. The management safety audit provides a way to quantify these norms. DuPont safety performance has continued to improve since we began keeping records in 1911 until about 1990. In the 1990–1994 time frame, performance deteriorated as shown in the chart that follows: This increase in injuries caused great concern to senior DuPont management as well as employees. It occurred while the corporation was undergoing changes in organization. In order to sustain our technological, competitive, and business leadership positions, DuPont began re-engineering itself beginning in about 1990. New streamlined organizational structures and collaborative work processes eliminated many positions and levels of management and supervision. The total employment of the company was reduced about 25 percent during these four years. In our traditional hierarchical organization structures, every level of supervision and management knew exactly what they were expected to do with safety, and all had important roles. As many of these levels were eliminated, new systems needed to be identified for these new organizations. In early 1995, Edgar S. Woolard, DuPont Chairman, chartered a Corporate Discovery Team to look for processes that will put DuPont on a consistent path toward a goal of zero injuries and occupational illnesses. The cross-functional team used a mode of “discovery through learning” from as many DuPont employees and sites around the world. The Discovery Team fostered the rapid sharing and leveraging of “best practices” and innovative approaches being pursued at DuPont’s plants, field sites, laboratories, and office locations. In short, the team examined the company’s current state, described the future state, identified barriers between the two, and recommended key ways to overcome these barriers. After reporting back to executive management in April, 1995, the Discovery Team was realigned to help organizations implement their recommendations. The Discovery Team reconfirmed key values in DuPont — in short, that all injuries, incidents, and occupational illnesses are preventable and that safety is a source of competitive advantage. As such, the steps taken to improve safety performance also improve overall competitiveness. Senior management made this belief clear: “We will strengthen our business by making safety excellence an integral part of all business activities.” One of the key findings of the Discovery Team was the identification of the best practices used within the company, which are listed below: ▪ Felt Leadership – Management Commitment ▪ Business Integration ▪ Responsibility and Accountability ▪ Individual/Team Involvement and Influence ▪ Contractor Safety ▪ Metrics and Measurements ▪ Communications ▪ Rewards and Recognition ▪ Caring Interdependent Culture; Team-Based Work Process and Systems ▪ Performance Standards and Operating Discipline ▪ Training/Capability ▪ Technology ▪ Safety and Health Resources ▪ Management and Team Audits ▪ Deviation Investigation ▪ Risk Management and Emergency Response ▪ Process Safety ▪ Off-the-Job Safety and Health Education Attention to each of these best practices is essential to achieve sustained improvements in safety and health. The Discovery Implementation in conjunction with DuPont Safety and Environmental Management Services has developed a Safety Self-Assessment around these systems. In this presentation, we will discuss a few of these practices and learn what they mean. Paper published with permission.

The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bracket was successful and the experience with these two projects will allow for easier expansion in additional high schools in the future. One high school focused on the topic of active mobility, specifically biking, and addressed the challenge of how to get more students to bike to school. The other high school combined the transportation challenge with an economic vitalization project. The students were asked to also develop a modern transportation concept. Both projects exposed high school students to the topic of transportation and expanded awareness of transportation careers. Students also developed important competencies in the domains of problem solving, collaboration, communication, and leadership.

Data and experiences in Sweden show that it is possible to combine high productivity in animal production with the restricted use of antibiotics. The major key factors that explain Sweden’s success in preventing AMR are: Swedish veterinary practitioners were aware of the risk of AMR as early as the 1950s, and the need for prudent use of antibiotics was already being discussed in the 1960s. Early establishment of health services and health controls to prevent, control and, when possible, eradicate endemic diseases reduced the need for antibiotics. Access to data on antibiotic sales and AMR made it possible to focus on areas of concern. State veterinary leadership provided legal structures and strategies for cooperation between stakeholders and facilitated the establishment of coordinated animal health services that are industry-led, but supported by the State.

This rapid review draws on literature from academic, policy and non-governmental organisation sources. There is a huge literature on climate governance issues in general, but less is known about effective support and the political-economy of adaptation. A large literature base and case studies on climate finance accountability and budgeting in governments is nascent and growing. Section 2 of this report briefly discusses governance of climate change issues, with a focus on the complexity and cross-cutting nature of climate change compared to the often static organisational landscape of government structured along sectoral lines. Section 3 explores green public financial management (PFM). Section 4 then brings together several principles and lessons learned on green PFM highlighted in the guidance notes. Transparency and accountability lessons are then highlighted in Section 5. The Key findings are: 1) Engaging with the governance context and the political economy of climate governance and financing is crucial to climate objectives being realised. 2) More attention is needed on whether and how governments are prioritising adaptation and resilience in their own operations. 3) Countries in Africa further along in the green PFM agenda give accounts of reform approaches that are gradual, iterative and context-specific, building on existing PFM systems and their functionality. 4) A well-functioning “accountability ecosystem” is needed in which state and non-state accountability actors engage with one another. 5) Climate change finance accountability systems and ecosystems in countries are at best emerging. 6) Although case studies from Nepal, the Philippines and Bangladesh are commonly cited in the literature and are seen as some of the most advanced developing country examples of green PFM, none of the countries have had significant examples of collaboration and engagement between actors. 7) Lessons and guiding principles for green PFM reform include: use the existing budget cycle and legal frameworks; ensure that the basic elements of a functional PFM system are in place; strong leadership of the Ministry of Finance (MoF) and clear linkages with the overall PFM reform agenda are needed; smart sequencing of reforms; real political ownership and clearly defined roles and responsibilities; and good communication to stakeholders).