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The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

Briefly reviews previous literature by the author before presenting an original 12 step system integration protocol designed to ensure the success of companies or countries in their efforts to develop and market new products. Looks at the issues from different strategic levels such as corporate, international, military and economic. Presents 31 case studies, including the success of Japan in microchips to the failure of Xerox to sell its invention of the Alto personal computer 3 years before Apple: from the success in DNA and Superconductor research to the success of Sunbeam in inventing and marketing food processors: and from the daring invention and production of atomic energy for survival to the successes of sewing machine inventor Howe in co‐operating on patents to compete in markets. Includes 306 questions and answers in order to qualify concepts introduced.

Michael E. Brown's book, The Concept of the Social in Uniting the Humanities and Social Sciences, demonstrates that prominent attempts to account for the social dimension of human affairs rely on an unstated notion of a “course of activity,” that is diametrically opposed to the conceptualization of sociality that is presumably intended to realize it. I want to focus on the idea of a “course of activity” in order to locate his work in and clarify its importance to the development of dialectical reason from Heraclitus through Hegel and beyond. Of special importance is the bearing of his research on the critique of contemporary theories of agency and sociality, and, since considerable attention has been paid, in this regard, to the arts and humanities, some of what I will say about this refers to art and its avant-garde moments—-particularly in my work on Dada and Brown's account of two avant-garde theatrical performances. 

This chapter examines what is entailed by separating agency from individuality and what it means for the idea of a “course of activity,” (going on) and its relation to the concept of sociality. This also bears on questions of ontology, as Brown's course of activity is generative and nonrepeatable. The course of activity and nonrepeatability are linked to both avant-garde practice and theoretical notions that reframe our temporal understandings. These include the avant-garde of dada and surrealism, and the reformulations of bourgeois time of Jean Duvignaud, Walter Benjamin, Ernst Bloch, and Jean-Paul Sartre. The question raised here is that of a teleological understanding—how we link the present course of activity with future events.

The decision of the Wolverhampton Stipendiary in the case of “Skim‐milk Cheese” is, at any rate, clearly put. It is a trial case, and, like most trial cases, the reasons for the judgment have to be based upon first principles of common‐sense, occasionally aided, but more often complicated, by already existing laws, which apply more or less to the case under discussion. The weak point in this particular case is the law which has just come into force, in which cheese is defined as the substance “usually known as cheese” by the public and any others interested in cheese. This reliance upon the popular fancy reads almost like our Government's war policy and “the man in the street,” and is a shining example of a trustful belief in the average common‐sense. Unfortunately, the general public have no direct voice in a police court, and so the “usually known as cheese” phrase is translated according to the fancy and taste of the officials and defending solicitors who may happen to be concerned with any particular case. Not having the general public to consult, the officials in this case had a war of dictionaries which would have gladdened the heart of Dr. JOHNSON; and the outcome of much travail was the following definition: cheese is “ coagulated milk or curd pressed into a solid mass.” So far so good, but immediately a second definition question cropped up—namely, What is “milk?”—and it is at this point that the mistake occurred. There is no legal definition of new milk, but it has been decided, and is accepted without dispute, that the single word “milk” means an article of well‐recognised general properties, and which has a lower limit of composition below which it ceases to be correctly described by the one word “milk,” and has to be called “skim‐milk,” “separated milk,” “ milk and water,” or other distinguishing names. The lower limits of fat and solids‐not‐fat are recognised universally by reputable public analysts, but there has been no upper limit of fat fixed. Therefore, by the very definition quoted by the stipendiary, an article made from “skim‐milk” is not cheese, for “skim‐milk” is not “milk.” The argument that Stilton cheese is not cheese because there is too much fat would not hold, for there is no legal upper limit for fat; but if it did hold, it does not matter, for it can be, and is, sold as “Stilton” cheese, without any hardship to anyone. The last suggestion made by the stipendiary would, if carried out, afford some protection to the general public against their being cheated when they buy cheese. This suggestion is that the Board of Agriculture, who by the Act of 1899 have the legal power, should determine a lower limit of fat which can be present in cheese made from milk; but, as we have repeatedly pointed out, it is by the adoption of the Control system that such questions can alone be settled to the advantage of the producer of genuine articles and to that of the public.

To elucidate issues involved in the problem of scale, in particular the relations, analytical and dialectical, among first-person experiences of theorist and theorist’s object-complex of individual actor, group, society, motives and causes, intended and unintended effects, and so forth, as these experiences are manifest in an aesthetics of the judicial moment of perception, and enunciated as first-person accounts directly or indirectly, of third-person accounts, sometimes via explicit but usually via virtual or even vicarious second-person accounting practices.

Discussion begins with some classical formulations by neo-Kantian theorists (Simmel, Durkheim, Weber) regarding relations of “individual and society.” Brief citations of various twentieth century responses to the problem of scale follow. Attention then becomes more intensively focused on the basic problem of first-person experience and accounts with respect to the problem of scale, using Coleman’s “foundations” work as guidepost for navigating issues of effects of cognition, consciousness, and action in still mostly obscure processes of aggregation. This leads to explication of the thesis of “impossible individuality,” in present-day theoretical contexts and in the context of post-Kantian romanticism, with special attention to Hölderlin and the feeling/knowing dialectic, Benjamin’s treatment of temporality with respect to metrics of history, and the question what it means to “theorize with intent.”

The discussion ends with some tentative resolutions and several lacunae and aporia which are integral to the current face of the problem of scale (i.e., processes of aggregation, etc.).

The discussion builds upon the work of many others, with first-person illustrations.

Research shows that most faculty do not receive training before being promoted into administrative and leadership roles. This lack of training and awareness of what their new role entails can lead to feelings of anxiety and reduced confidence, which can also negatively affect their wellbeing. The chapter details findings from a case study in one Canadian university setting regarding the factors and practices that contribute to success and flourishing of academic leaders in the higher education (HE) contexts. Data analysis demonstrated that having positive perceptions of the academic leadership role and experiencing mentorship and positive role modeling were crucial factors to the effectiveness of leadership development and a sense of academic leaders’ flourishing in their work. Upon describing the pertinent literature on academic leadership development, the authors detail the case study methodology, discuss the findings, and offer implications for further research.

Modelling is a research methodology that has received little academic attention since it began to be formulated in the 1970s. On the spectrum of clean language interviewing (CLI) applications described in Chapter 1, the most sophisticated is modelling, and especially modelling that takes place in real time during the interview.

This chapter defines what we mean by ‘a model’ and ‘modelling’ and explains how they are related to CLI. We situate the chapter by recounting how modelling became linked to CLI. To conclude we consider some of the methodological challenges faced by both the interviewee and interviewer involved in a modelling research project.

We also explain how interviewee metaphors discussed in Chapter 3 can support the modelling process. Much of the modelling that takes place during an interview resides in the background of the interaction. To illustrate modelling we provide an annotated transcript of a symbolic modelling interview that uses clean language to model the skill of ‘knowing what is essential’.

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