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THE LEADERSHIP CHALLENGE: How to Make Extraordinary Things Happen in Organizations
(Jossey-Bass, 2012-02-22) JAMES M. KOUZES; BARRY Z. POSNER
LEADERS GET PEOPLE MOVING. They energize and mobi
lize. They take people and organizations to places they have never
been before. Leadership is not a fad, and the leadership challenge
never goes away.
In uncertain and turbulent times, accepting that challenge is the
only antidote to chaos, stagnation, and disintegration. Times change,
problems change, technologies change, and people change. Leader
ship endures. Teams, organizations, and communities need people
to step up and take charge. That is why we first wrote The Leadership
Challenge, and why we found it imperative to write this fifth edition.
Change is the province of leaders. It is the work of leaders to
inspire people to do things differently, to struggle against uncertain
odds, and to persevere toward a misty image of a better future.
Without leadership there would not be the extraordinary
efforts necessary to solve existing problems and realize unimagined
THE LEADERSHIP CHALLENGE
opportunities. We have today, at best, only faint clues of what the
future may hold, but we are confident that without leadership the
possibilities will neither be envisioned nor attained
THE JOSSEY-BASS HANDBOOK OF NONPROFIT LEADERSHIPAND MANAGEMENT
(Jossey- Bass John Wiley, 2016-06-16) DAVID O. RENZ
Rikki Abzug is a professor and convener of management at the Anisfield
School of Business, Ramapo College of New Jersey. A researcher of orga
nizational governance, sector theory, social purpose organizations, and neo
institutionalism in organizations, Dr. Abzug is co-author (with Jeffrey Simonoff)
of Nonprofit Trusteeship in Different Contexts and (with Mary Watson) Human
Resources in Social Purpose Organizations, as well as the author or co-author of a
myriad of scholarly peer-reviewed articles in journals, including Organization
Science, The Academy of Management Journal, Nonprofit and Voluntary Sector Quarterly,
Nonprofit Management & Leadership, and Voluntas: International Journal of Voluntary
and Non-Profit Organizations. Dr. Abzug has been a management and market
research consultant and has also provided consulting services in nonprofit
and board development to management groups in the United States, Poland,
and the Ukraine. She served on the Board of the Association for Research on
Nonprofit Organizations and Voluntary Action (ARNOVA), was a founding
leadership council member of the Alliance for Nonprofit Governance (now,
Governance Matters), and has been active in a variety of other professional
and trade associations. Before joining the faculty of Ramapo, Dr. Abzug was
the chair of the Nonprofit Management Program at The New School for Social
Research in New York City. Prior to her work at the New School, Dr. Abzug was
the associate director of Yale University’s Program on Nonprofit Organizations
and a faculty member at New York University’s Stern School of Business.
The Holy Bible, New International Version
(Zondervan, 2011-01-11) Biblica
The goal of the New International version (NIV) is to enable English-speaking people from around the world to read and hear God’s eternal Word in their
own language. Our work as translators is motivated by our conviction that the Bible is God’s Word in written form. We believe that the Bible contains the
divine answer to the deepest needs of humanity, sheds unique light on our path in a dark world and sets forth the way to our eternal well-being. Out of these
deep convictions, we have sought to recreate as far as possible the experience of the original audience—blending transparency to the original text with
accessibility for the millions of English speakers around the world. We have prioritized accuracy, clarity and literary quality with the goal of creating a
translation suitable for public and private reading, evangelism, teaching, preaching, memorizing and liturgical use. We have also sought to preserve a
measure of continuity with the long tradition of translating the Scriptures into English.
The complete NIV Bible was first published in 1978. It was a completely new translation made by over a hundred scholars working directly from the
best available Hebrew, Aramaic and Greek texts. The translators came from the United States, Great Britain, Canada, Australia and New Zealand, giving
the translation an international scope. They were from many denominations and churches—including Anglican, Assemblies of God, Baptist, Brethren,
Christian Reformed, Church of Christ, Evangelical Covenant, Evangelical Free, Lutheran, Mennonite, Methodist, Nazarene, Presbyterian, Wesleyan and
others. This breadth of denominational and theological perspective helped to safeguard the translation from sectarian bias. For these reasons, and by the
grace of God, the NIV has gained a wide readership in all parts of the English-speaking world.
The work of translating the Bible is never finished. As good as they are, English translations must be regularly updated so that they will continue to
communicate accurately the meaning of God’s Word. Updates are needed in order to reflect the latest developments in our understanding of the biblical
world and its languages and to keep pace with changes in English usage. Recognizing, then, that the NIV would retain its ability to communicate God’s
Word accurately only if it were regularly updated, the original translators established The Committee on Bible Translation (CBT). The committee is a self
perpetuating group of biblical scholars charged with keeping abreast of advances in biblical scholarship and changes in English and issuing periodic
updates to the NIV. CBT is an independent, self-governing body and has sole responsibility for the NIV text. The committee mirrors the original group of
translators in its diverse international and denominational makeup and in its unifying commitment to the Bible as God’s inspired Word.
In obedience to its mandate, the committee has issued periodic updates to the NIV. An initial revision was released in 1984. A more thorough revision
process was completed in 2005, resulting in the separately published Today’s New International version (TNIV). The updated NIV you now have in your
hands builds on both the original NIV and the TNIV and represents the latest effort of the committee to articulate God’s unchanging Word in the way the
original authors might have said it had they been speaking in English to the global English-speaking audience today.
The Handbook of Conflict Resolution Theory and Practice
(Jossey-Bass, 2014-04-15) Peter T. Coleman; Morton Deutsch Eric C. Marcus
In this introduction, I give some examples of conflicts and indicate the kinds of
questions one might pose to understand what is going on in the conflicts—
questions that are addressed in many of the following chapters. It also includes a
brief discussion of the orientations of both practitioners and researcher-theorists
to provide some insight into the misunderstandings that often occur between
these two groups. It concludes with an abbreviated history of the study of
conflict from a social psychological perspective.
THE GOOD TEACHER MENTOR Setting the Standard for Support and Success
(TEACHERS COLLEGE PRESS, 2003-04-26) Sidney Trubowitz; Maureen Picard Robins
An urgent dispatch surges through cyberspace to an educator-and
writer listserv, an on-line virtual community. James, a first-year teacher
from California, e-mails: “I need some help. This is my first job as a profes
sional teacher. Right now I feel so tired emotionally. Most days are good,
but the environment where I work has so many challenges that I feel over
whelmed and [believe] that I am not doing a very good job in service of my
students but merely ‘the best I can.’ How do you keep from allowing all the
negative things from beating you? How do you feel that you are making a
difference? How do you resist the urge to just have them fill out worksheets
or pop in a video out of sheer frustration? How do you get them to simply
turn in homework on time and work that is done with some measure of
pride? I know this sounds somewhat bleak, but I am feeling burned out at
the moment and could use some advice.”
These are some of the looming, weighty questions that pour from a first
year teacher’s soul. These are the wonderings that emerge so fitfully during a
teacher’s first year and remain an entire career, still demanding answers.
James doesn’t know that yet. Right now he needs to vent his feelings,
to cry on someone’s shoulder, to be reassured, and to be validated. James
needs to know someone, somewhere, is really listening.
Members of his virtual community did what they could to try to rescue
James, to repair his teaching self, to salve his wounded self-esteem with
messages of acknowledgment, understanding, and advice. A veteran
teacher from Texas wrote back. Her response featured the same sharp-eyed
assessment and counsel as Dear Abby might have if she had specialized in
educational matters. She wrote: “You are suffering from a common feeling
among teachers, especially young ones. Here’s what you need to do: First,
find a colleague you can commiserate with on a regular basis, one in your
school who teaches some of the same struggling kids that you do. Stay away
from teachers who see the students as lost causes; find a teacher who has the
same desire to make a difference as you do.”
Her message is a strong one. Find a buddy. Or better, connect with a
kindred spirit. Get a mentor.