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This article argues for the use of spiritual wisdom in the profession of public administration. Given the problems emerging from the information age, this article projects some likely challenges of the new millennium and recommends that we should use all the wisdom available to humankind including the common spiritual wisdom found the primary literature of all the religious traditions. This article argues a fundamental shift has occurred in the paradigm that is needed to guide our actions in the twenty-first century. Fortunately, the existing spiritual wisdom can help us more intelligently meet those challenges especially in the area of ethic

This article argues that the virtual organization model (also called web-enterprises by the former U.S. Secretary of Labor, Robert Reich in The Work of Nations) can meet the challenge for our new age. This model is already in place in the U.S. federal government in the form of Cooperative Administrative Support Units (CASU’s). These organizations bear a close resemblance to Reich's model and have documented significant successes. The article also argues that the implications and applications of the CASU in public administration are far reaching. This creative and innovative approach to responsible government warrants expanded use into new and diverse areas. Organizational designers should not restrict its use simply to rote administrative activities. This article draws heavily from the work of former Secretary Reich and Warren Master, Director of the National CASU Program in the U.S. General Services Administration. Both provide new paths of possibilities for administrators. Their leadership forges new and often brighter expectations for future organizational performance.

This article is about John Locke who was a British philosopher that profoundly influenced the founders of the United States, the principles upon which the United States was established, and the American system of administration. Many influential leaders in America today acknowledge that the government is Lockeian, which is only the beginning of the continuing importance of Locke for the 21st century. While Locke pre-dated the formal study of organizational theory and behavior many of his ideas directly influence those fields--particularly his ideas on education and economy

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice.

Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator.

Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016).

Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

The information age is upon us. In schools across the country, administrators are making important decisions about how best to employ computer technology. This case study of an expert educational administrator looks at computer use from a problem‐solving perspective, focusing on the relationship between how this school leader thinks about and acts on technological capacity. It examines the personal attributes and perceptions that underlie his effective application of technology and finds them interwoven with the same cognitive and behavior skills he employs across his problem solving. It explores the connections he makes between school and community and between administrative and instructional technology.

This paper aims to identify and compare the arrangements of innovation capabilities and their correlation with the socio-environmental responsibility of two groups: companies with less socio-environmental concern (Group Gray) and companies with greater socio-environmental concern (Group Green).

Descriptive and quantitative research with 1,322 Brazilian manufacturing companies was conducted. We analyzed (1) the actual arrangement of capabilities and (2) the ideal arrangement of capabilities with the greatest impact on innovation.

Results suggest that there is a difference in the arrangement of capabilities between the two groups. Also, there is a difference between the capabilities that effectively receive the companies' attention and the capabilities that should be valued and developed. Green companies must focus their efforts on Transaction capability, followed respectively by Management, Development and Operation capabilities. Gray companies must focus on Development capability, followed by Management, Transaction and Operation capabilities.

By identifying the ideal capability arrangement, this research provides important information that can guide managers in planning internal strategies for investments, prioritizing management efforts and rearranging capabilities to boost innovation for sustainability.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.