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Article
Publication date: 15 October 2014

Ted A. Thomas and LTC Paul Berg

The U.S. Army has been fighting the wars in Afghanistan and Iraq for over 10 years and in the process produced a new military doctrine called mission command. Mission command…

109

Abstract

The U.S. Army has been fighting the wars in Afghanistan and Iraq for over 10 years and in the process produced a new military doctrine called mission command. Mission command doctrine was conceived from a wartime environment to allow followers in the field to act according to the dictates of the situation on the ground, giving them maximum discretion. The concept of mission command fits nicely into followership research and theory. For a military widely dispersed both by geography and mission, this concept represents an effective way to empower followers and encourage them to take initiative and accept prudent risk. Mission command doctrine expects officers and exemplary followers to be courageous. It requires them to act on their own, be wise in assuming risk, be actively engaged in executing the commander’s intent, and find multiple ways and options to accomplish the mission. Since mission command is a philosophy born of our recent wars in Afghanistan and Iraq, the question remains of how this philosophy will fare in an inter-war period of forced reductions, downsizing, and substantial budget reductions.

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Journal of Leadership Education, vol. 13 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2014

Jean Lipman-Blumen, Peter F. Drucker and Matsatoshi Ito

52

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Journal of Leadership Education, vol. 13 no. 4
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 16 March 2021

Wendy M. Edmonds

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inTOXICating FOLLOWERSHIP
Type: Book
ISBN: 978-1-80071-458-8

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Publication date: 14 August 2023

Jan Carlyle

This chapter explores the potential for a rigid format of event structure that has been successful for decades to be curated by, hosted by, attended by and with speakers who are…

Abstract

This chapter explores the potential for a rigid format of event structure that has been successful for decades to be curated by, hosted by, attended by and with speakers who are all children or young people. The chapter considers the opportunities for an event and the changes in format that need to be made to stay true to the essence of the TED format yet incorporating the creativity and brilliance of children and young people to ensure they gain the most from an event of this format.

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Events Management for the Infant and Youth Market
Type: Book
ISBN: 978-1-80455-691-7

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Article
Publication date: 1 April 1975

The findings of the Steering Group on Food Freshness in relation to the compulsory date marking of food contained in their Report, reviewed elsewhere in this issue, has brought…

107

Abstract

The findings of the Steering Group on Food Freshness in relation to the compulsory date marking of food contained in their Report, reviewed elsewhere in this issue, has brought within measurable distance the Regulations which were, in any case, promised for1975. The Group consider that the extension of voluntary open date marking systems will not be sufficiently rapid (or sufficiently comprehensive) to avoid the need or justify the delay in introducing legislation.

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British Food Journal, vol. 77 no. 4
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 1 January 1991

Scott G. Burgh

In prior articles in both volume 8 (number 4) and volume 10 (numbers 3/4) of Collection Building, bibliographies of U.S. government publications on AIDS were covered. The first…

65

Abstract

In prior articles in both volume 8 (number 4) and volume 10 (numbers 3/4) of Collection Building, bibliographies of U.S. government publications on AIDS were covered. The first bibliography covered both executive branch and legislative branch materials from 1981 to September 1986. The second bibliography covered only legis‐lative materials from 1986 to 1989. This article complements the second bibliography in its coverage of executive branch materials from 1986 to 1989 and also updates the first work. While 1986 to 1989 is the framework, some items inadvertently omitted from the earlier work are included here.

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Collection Building, vol. 11 no. 1
Type: Research Article
ISSN: 0160-4953

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Book part
Publication date: 30 November 2020

Shulamit Ramon

This chapter focuses on the value of TED Lectures on the issue of domestic violence and abuse (DVA). It outlines a generic framework with which to understand and analyse the…

Abstract

This chapter focuses on the value of TED Lectures on the issue of domestic violence and abuse (DVA). It outlines a generic framework with which to understand and analyse the impact of TED Lectures on a theme as complex as DVA is, in the context of popular Western culture. It does so by looking in details at the Ted Lecture of Leslie Morgan Steiner from 2012, which aims to answer the question ‘Why Domestic Violence Victims Don't Leave: Crazy Love’ through her own personal experience.

In the attempt to understand the impact of this TED Lecture we look at the literature on TED Lectures, the unique aspects of DVA, who is the presenter, the impact and its components, the active viewers who sent written comments on the Ted Lectures, the technical effect, the comparison with two other Ted Lectures on DVA, ending by identifying gaps in the analysis provided by the three Ted Lectures.

Presenters share with the viewers their personal experience, as well as their experience as activists in organisations and programmes set out to change the status quo in the field of DVA.

The lectures impact through layers of emotional and intellectual facets, which speak to the individuals viewing them through the lens of their own emotional and intellectual experiences of DVA on the one hand, while on the other hand being also influenced by the mode of presentation and the presenter her/himself.

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Gendered Domestic Violence and Abuse in Popular Culture
Type: Book
ISBN: 978-1-83867-781-7

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Publication date: 9 May 2011

Norbert Wiley

My main point is that the 1920s Chicago School got its scholastic or school-like quality primarily from its notion of what a human being is, from its social psychology, and only…

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My main point is that the 1920s Chicago School got its scholastic or school-like quality primarily from its notion of what a human being is, from its social psychology, and only secondarily from its sociology. These sociologists developed the novel idea that humans are constituted by symbolic or cultural elements, not biological forces or instincts. They applied Franz Boas's discovery of culture to human nature and the self. In particular, they showed that ethnic groups and their subcultures are not biologically determined or driven by fixed instincts. In the 1910s and 1920s, the Americanization movement held that ethnic groups could be ranked on how intelligent, how criminal, and therefore how fit for democracy they were. This powerful movement, the extreme wing of which was lead by the Northern Ku Klux Klan, advocated different levels of citizenship for different ethnic groups. The Chicago sociologists spear-headed the idea that humans have a universal nature, are all the same ontologically, and therefore all the same morally and legally. In this way, they strengthened the foundations of civil liberties. The Chicago professors advanced their position in a quiet, low-keyed manner, the avoidance of open political controversy being the academic style of the time. Their position was nevertheless quite potent and effective. The actual sociology of the school, also quite important, was largely an expression of the democratic social psychology. In addition, the sociology was dignified and elevated by the moral capital of their theory of human nature.

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Blue Ribbon Papers: Interactionism: The Emerging Landscape
Type: Book
ISBN: 978-0-85724-796-4

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Book part
Publication date: 26 October 2015

Maria Teresa Tatto, Michael Rodriguez and Yang Lu

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global…

Abstract

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers’ opportunities to learn to teach? How do these opportunities influence teachers’ pedagogical content knowledge? In this chapter we use data from the IEA’s first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers’ mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential – framing how quality is to be defined and operationalized – when learning to teach.

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Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

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Article
Publication date: 1 June 2005

Li‐teh Sun

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American…

828

Abstract

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

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International Journal of Sociology and Social Policy, vol. 25 no. 6/7
Type: Research Article
ISSN: 0144-333X

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