Advocacy organizations and collective action
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Item LEADERSHIP IN CONFLICT 1914–1918(LEO COOPER, 2000-07-19) Matthew Hughes; Matthew Seligmann‘Millions of individuals,’ to cite the words of Professor Derek Beales, ‘have found no defence against the juggernauts of history: the Cathars of Montaillou, the American Indians, or in the twentieth century those who fought in the trenches …’1 That the First World War was one of these so-called ‘juggernauts’, a movement so powerful that no one single soul could hope to influence, let alone deflect, its course single-handedly, seems at first glance self-evident. It entailed such a massive array of force and forces that clearly no one person could be its master. It was such an overwhelming combination of the dislocative and destructive that it could not help but engulf the participants in their millions. Those caught up in the grasp of this colossal cataclysm were the masses and not the singular or the solitary.Item Leadership Gold a Lifetime of Leading Learned From a lifetime of Leading(Thomas Nelson, 2008-06-28) JOHN C. MAXWELLMy father’s generation believed that leaders should never get too close to the people they lead.“Keep a distance” was a phrase I often heard. Good leaders were supposed to be a little above and apart from those they led. As a result, when I began my leadership journey, I made sure to keep some distance between me and my people. I tried to be close enough to lead them, but far enough away to not be influenced by them. This balancing act immediately created a lot of inner conflict for me. Honestly, I liked being close to the people I led. Plus, I felt that one of my strengths was my ability to connect with people. Both of these factors caused me to fight the instruction I had received to keep a distance. And sure enough, within a few months of accepting my first leadership position, my wife,Margaret, and I began developing close friendships. We were enjoying our work and the people in the organization. Like many leaders early in their career, I knew that I would not stay in this first job forever. It was a good experience, but I was soon ready for bigger challenges. After three years, I resigned to accept a position in Lancaster, Ohio. I’ll never forget the response of most people when they realized we were leaving: “How could you do this after all we have done together?”Many people took my departure personally. I could see they felt hurt. That really bothered me. Instantly, the words of older leaders rang in my ears: “Don’t get too close to your people.” As I left that assignment to take my next leadership position, I promised myself to keep people from getting too close to me.Item Lead Like Jesus(W Publising Group, 2016-04-13) Ken Blanchard; Phil Hodges & Phyllis HendryThe world is in desperate need of a different leadership role model. Written a decade ago, the original Lead Like Jesus book begins with this statement, which we believe is still true today. Our experiences and learnings in the last ten years have continued to remind us that the most important thing in leadership is the leader; the most important part of the leader is his or her heart; and the most important connection to a leader’s heart is God. Most leadership resources focus on management techniques, competencies, strategies, and tactics while ignoring the most important part of leadership—the leaders themselves. At Lead Like Jesus, we believe that real, lasting change starts on the inside. When a leader chooses to allow Jesus to transform him or her from the inside out, that choice will have an effect on everyone and everything that leader influences. We are clear: you can’t lead like Jesus without Jesus!Item LAW AND ETHICS IN EDUCATIONAL LEADERSHIP(Pearson Education, 2013-07-20) DAVID L. STADERThe study of school law is a well-accepted practice in school leader preparation programs. However, future school leaders need more than knowledge of law. They need a conceptual framework to aid in the analysis, synthesis, and evaluation of this knowledge and to apply these skills to various ill-defined situations. Ethical frame works have also been shown to be essential in the development of competent school leaders. In addition, standards are essential tools in the preparation of these leaders. This chapter introduces school leadership candidates to the importance of ethical frameworks and the Interstate School Leadership Licensure Consortium (ISLLC) standards (Council of Chief State School Officers [CCSSO], 2008). It intro duces future campus and district leaders to the link between the ISLLC standards, the concept of ethical frameworks, and the importance of knowledge of law.Item Launch Starting a New Church from Scratch(REGAL BOOKS, 2006-03-19) Nelson Searcy; Kerrick ThomasSo, you want to start a new church, but you have no idea where to begin. You know that someone out there knows the logistics of how to start a growing church—because they exist all over the country—but you don’t know how to get your hands on the roadmap they used. Do the pastors of thriving church plants just know something you don’t? How do you get started with the vision God has put in your heart? Where do you go for practical answers to your very real church-planting questions? In 2001, when we first began to think seriously about starting our church (The Journey), there were a number of church-planting books and resources on the market. We set out to read them all. We were going to be nothing if not informed. Many of the books were helpful on specific points. Others painted in broad strokes, giving us clear boundaries as to what we should avoid or what key questions we should consider. Several taught church-planting systems that had worked at one time, perhaps in the 1960s or 1970s, but now seemed outdated and ineffective.Item GOD, MAN AND POLITICS: THE POLITICAL PHILOSOPHY AND THEOLOGY OF JACQUES MARITAIN(UNIVERSITY OF FLORIDA, 1962-02-12) HWA YOL JUNGThe author vould like to express his deep gratitude to Professor Manning J. Dauer, the chairman of his doctoral supervisory counnittee, for his discerning guidance and warm personal encouragement without which this dissertation would have been impossible. He is also grateful for the assistance in the beginning of this dissertation given by Professor Alfred Diamant, who is now teaching at Haverford College, Pennsylvania. He is deeply indebted to his doctoral conmiittee members: Professors Oscar Svarllen, Ernest R. Hartley, Frederick H. Hartmann, Arnold J. Heidenheimer of the Department of Political Science and Professor George R. Bartlett of the Department of Philosophy. The author is grateful to his wife who has read and typed a part of this dissertation. Finally, this dissertation is a token expression of the author's appreciation for the teachers and friends who have given him their moral support and financial aid since his arrival in this country in 1934.Item Septuagint Commentary Series Joshua(BRILL LEIDEN • BOSTON, 2005-08-19) A. Graeme AuldThe Book of Joshua in Greek is far from being a new interest for me. But I have very much welcomed the invitation to study it primarily for its own sake, not ( just?) as witness to the developing tradition of the Hebrew book. In company with the other contributions to this series, the focus of atten tion here is not an eclectic reconstruction of a presumed ‘original Greek translation’ of Joshua – but rather a single Greek manuscript. My immedi ate choice was the text of ‘Jesus’ in Codex Vaticanus, the so-called LXX (henceforth B): one of the early great codices, possibly the earliest – and amongst them the most distinctive when compared with the traditional Hebrew text (MT). The huge importance of this manuscript has of course long been known from transcripts in polyglot Bibles and critical editions. However, it has been a particular thrill, thanks to the publication in 1999 of the magnifi cent colour facsimile edition of the whole Codex: Bibliorum Sacrorum Graecorum Codex Vaticanus B, Roma: Istituto Poligrafi co e Zecca dello Stato, and thanks to generous support from Edinburgh University Library and special funds in New College Library which supported pur chase of a copy, to have obtained much closer, though not immediate, ac cess to this most important of texts. I am also happy to acknowledge the freedom given me to research and prepare this translation and commen tary in two sabbatical terms, one provided by the University of Edinburgh and the other by the Arts and Humanities Research Board.Item Jesus on the Leadership Timeles Wisdom on Servant Leadership(TYNDALE, 1998-06-13) C. Gene WilkesIt was my opportunity to be led by God to enlist Gene Wilkes to write the curriculum edition of Jesus on Leadership: Becoming a Servant Leader for LifeWay Press. Gene’s message communicates the biblical servant leadership demonstrated by Jesus and has helped equip church leaders to be more effective. In the same way, I believe this tailored Tyndale House edition will have incredible impact on leaders in business, industry, government, and schools, as well as churches. This edition of Jesus on Leadership is simply proof of how God’s energizing presence has brought together spiritual gifts, experiences, relating style, and vocational skills in Gene Wilkes’s life to serve all leaders who desire their lives to please and serve God. The quality of what Gene has done is an example of how God can and does develop a person’s capacity to understand and apply God’s servant leadership principles in the daily walk of life. For God’s touch on Gene’s mind and heart in the writing of Jesus on Leadership, I say, “Thank you, God!” HENRY WEBB, director, Discipleship and Family Leadership Department, publisher of LifeWay Edition of Jesus on Leadership: Becoming a Servant Leader Read at your own risk. Gene Wilkes may change your whole view of leadership. While Jesus on Leadership is a practical tool kit, Wilkes’s unusual writing gifts make it stirring devotional reading as well. And it is no book of theory. This material flows from the heart and hands of an authentic servant leader. Besides living these principles himself, Gene Wilkes has trained and mentored scores of leaders, Jesus-style. I am delighted that he has now spelled out his heart in print for the benefit of thousands. This refreshing book deserves top priority on the reading list of every Christian. I predict it will be around for a long time.Item LEADERSHIP CHALLENGE(Jossey-Bass, 2002-04-24) JAMES M. KOUZ ES; BARRY Z . POSNERThe Leadership Challenge is about how leaders mobilize others to want to get extraordinary things done in organizations. It’s about the practices lead ers use to transform values into actions, visions into realities, obstacles into innovations, separateness into solidarity, and risks into rewards. It’s about leadership that creates the climate in which people turn challenging oppor tunities into remarkable successes. Certainly there are no shortages of challenging opportunities today. In these extraordinary times, the challenges seem to be increasing—and through our responses, we have the potential to profoundly change the world in which we live and work. When we published the first edition of this book in the late 1980s, the entrepreneurial spirit was blossoming. When the second edition was released in the mid-1990s, the flower of inventiveness was in full bloom. Then, as we turned the corner on the second year of the new millennium, it all seemed to wither and wilt. The freshness was gone, and people began wondering if what was true about leadership seven, fifteen, or twenty years ago still applied and whether leadership mattered at all. How is leadership different today? Will it be different tomorrow? Does leadership make a difference?Item Inviting Educational Leadership: Fulfilling potential and applying an ethical perspective to the educational process(2002-01-15) John M. NovakThis book takes the position that leadership is about people, and educational leadership is about the caring and ethical relationships between and among people, institutions and the larger society. Inviting educational leadership is about the special ethical quality of relationships needed to appreciate individ uals and call forth their potential in their personal and professional lives. At present, there is a deep-seated struggle going on for the heart of schooling. Some argue that schools should be run like businesses, with students seen as either raw material to be shaped or customers to be satisfied. Others oppose this and say it should be business as usual in schools. They feel that the schools we have are as good as they get. The way we presently do things is all we dare hope for. Although acknowledging that there are productive business prac tices from which educators can learn (and also practices from institutions outside the business domain), and believing that there are many current worthwhile schooling practices on which we need to build (and many from which we need to move), this book takes the position that both these perspec tives are short-sighted and miss the educational heart of schooling for a democratic society.