Advocacy organizations and collective action

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    Foundational Issues in Christian Education An Introduction in Evangelical Perspectiv
    (Baker Academic, 2008-11-25) Robert W. Pazmiño
    In commenting on the future of Christianity in 1995, the theologian Alister McGrath saw the potential for evangelical Christians to make a contribution. This continuing contribution relates to the viability of orthodoxy and the need to teach a living faith for the postmodern world. 1 For this to be possible, Christians are called to be faithful in the theory and practice of Christian education to assure the transmission of a living faith to the rising generations. In support of this task, Christian educators are called upon to reappraise their thought and practice in relation to the foundational issues of Christian education. These foundational issues represent perennial or recurrent questions for those involved in the teaching ministries of the church. They deserve careful consideration by those who reflect upon their ministries of the past, present, and future. This book in its third edition explores the disciplines used to form a holistic and integrated conception of Christian education from which guiding principles and guidelines for practice can be drawn. Christian educators who are evangelical in theological orientation need to make a concerted effort to affirm the biblical insights that provide the essential authority for theory and practice. 2 Christians also need to incorporate insights from other disciplines. Such incorporation, however, is subject to the continuing authority of God’s Word as found in Scripture. By critically exploring the various foundations that have been and are predominant in Christian thought, educators can better deal with current needs and future challenges.
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    Forgiveness and Reconciliation Psychological Pathways to Conflict Transformation and Peace Building
    (Springer Science+Business Media,, 2009-08-13) Ani Kalayjian; Raymond F. Paloutzian
    This book explores forgiveness, reconciliation, and related topics at multiple levels, from individual and group, to intergroup relations. We hope that this book fosters peace and encourages those who are tired of war, hatred, and similar dilemmas that continue to plague all peoples. Forgiveness and reconciliation are difficult. However, they may be the keys to peace and our survival. Forgiveness can also help people move beyond the burden of pain, anger, hatred, grudges, and misunderstanding that often result from trauma, whether it is the result of human activity or natural causes. Although there are books that counsel people to forgive and reconcile, most speak to the individual and focus on prayer, meditation, or other spiritual exercises as methods of forgiving. Some are based on a specific religious tradition while others emphasize only one disci pline. However, the traumas of today’s world affect all individuals, families, clans, communities, cultures, societies, generations, and even nations. Therefore, books that focus on reconciliation at only one level are incomplete due to the multilayered nature of trauma. This book is comprehensive in scope and addresses forgiveness at all levels, including interpersonal, communal, and societal. This book focuses on people while emphasizing larger units of analysis. Special attention is paid to the cognitions and behaviors of people in their unique social, historical, and cultural contexts. This approach facilitates our understanding of the structural properties that promote systemic violence and the potential reforms that can promote systemic peacebuilding. Forgiveness and reconciliation are both impor tant aspects of this effort. This book helps to demystify the idea of forgiveness and presents concrete examples of how individuals can reframe their perspective of reality so that it is both realistic and, at the same time, peace-promoting. Part of the peace building process requires mutual trust, and the processes that nurture such trust include those that nurture forgiveness and reconciliation. This book offers an inclusive approach. It is multidisciplinary, multiethnic, multi generational, and international. The authors address forgiveness in the contexts of (a) current and past events in trauma-laden areas such as Rwanda, Darfur, India Pakistan, Africa, as well as in the Western world, (b) the phenomena of unresolved and denied mass trauma such as in the case of the Ottoman Turkish Genocide of the Armenians, and trans-generational transmission of trauma and displacement, and (c) racial, ethical, religious, and developmental issues that can foster either division or harmony. Each chapter includes well-documented research combined with rich case material and offers lessons that can be applied in practical ways.
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    Ethics and Integrity of Governance Perspectives Across Frontiers
    (Edward Elgar Publisher, 2008-09-14) Leo W.J.C. Huberts; Jeroen Maesschalck
    While the media and organizational discussions around the globe have been abuzz with talk of public sector ethics, academic research in the field was, until very recently, dominated primarily by American researchers focusing primarily on American topics. This is of no surprise given that it is only in the US that public sector or administrative ethics has developed as a separate discipline and area of study within public administration. Consequently, the vast majority of textbooks, courses, journals, and professional networks are US-based and reflect the American culture. Yet, this has changed recently as the debates on public sector ethics across the globe have also generated aca demic interest outside the US. This book represents these changes. Born from presentations delivered at the first ‘Transatlantic Dialogue on Ethics and Integrity of Governance’, held at the Public Management Institute of the University of Leuven in Belgium in June 2005, the chapters in this book represent a milestone. The conference was jointly organized by European and American networks (the Study Group on Ethics and Integrity of Governance of the European Group of Public Administration and the Section on Ethics of the American Society of Public Administration, respec tively), representing transatlantic dialogue in the truest sense. It is a dialogue of balance, integration, perspective and, ultimately, demonstrates an abiding respect for perspectives from both sides of the Atlantic. A peer-reviewed selection from amongst those myriad voices is presented in this book, chal lenging current suppositions, confirming mutual concerns, and challenging everyone interested in public sector ethics to move to the next level of inquiry and practice.
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    Effective Fundraising for Nonprofits: Real-World Strategies That Work
    (NOLO, 2005-05-10) Llona Bray
    This book was envisioned as a collaborative effort, in which the voices of many nonprofit staff and experienced fundraising experts would be heard. Still, I was overwhelmed by the generosity with which the people named below offered their time, knowledge, and stories of successes as well as frustrations. You’ll see many of their names and stories within the book—others preferred to play a more be hind-the-scenes role. My deepest thanks to all of them for their contributions, and for keeping me inspired during the many months of pulling this book to gether. In addition, I’d like to thank the various organizations whose sample let ters and printed materials you’ll see throughout the book (not listed below)
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    Educational Administration: The Roles of Leadership and Management
    (CONNEXIONS CNX.ORG, 2007-07-25) Theodore Creighton; Frederick Dembowski, Tony Bush, Thomas Glass, Zach Kelehear, John Hoyle, Celina Echols,
    How the pendulum swings! The purpose of this introductory chapter is to discuss the dynamic roles of leadership, management, and administration as they relate to educational organizations. There has been much debate on this topic, particularly regarding the roles of leadership and management, and usually management comes out the worse for it. Typically, when education field practitioners or professors are asked about leadership and management, leadership will be thought of in a positive sense and management will likely be viewed negatively. It seems that no educational administrator wants to be seen as being a manager. Educational administration preparation programs are now usually housed in departments of educational leadership. When seeking a new principal or superintendent, the position description will very likely seek “a strong leader with vision.” Historically, in the early phases of this dialogue, the focus was on administration (see Wilson [1887] who noted that the study of administration was being added to the curriculum of universities). Then the focus was on management in school administration, as noted in Callahan’s work (Cult of Efficiency). Next, and continuing until the present, the focus was on leadership. Many volumes have been written on these topics. Currently, a number of scholars and field practitioners have again been talking about the importance of management and the need for balance between leadership and management. There are a number of reasons for these “paradigm shifts” as will be discussed in later sections.
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    Educational Leadership Personal Growth for Professional Development
    (SAGE Publications, Inc, 2004-04-16) Harry Tomlinson
    There have been a significant number of books published which have focused on professional development for leaders in schools and teachers, particularly in the context of performance management. Though this book takes account of these, the focus is initially very much on personal development through self-under standing and self-management because this has to be the basis for profound pro fessional development. These provide a context for a distinctive understanding of the emotional intelligence which it is now widely recognized is central to leader ship effectiveness. The case is made for greater use of 360-degree feedback to pro vide a fuller self-understanding than more traditional feedback processes. The increased understanding of the significance of functioning of the brain and mind and its application to accelerated learning, increasingly used with children in schools, takes the argument forward. Neurolinguistic programming, a means of personal development widely used in business but less widely in schools is recommended as a means of modelling excellence. Creativity is now understood as essential to school leadership and this chapter presents an alternative explo ration of what this means from a wider practical and theoretical context. Personal effectiveness depends on managing your own stress and time but this does take place in a more complex and intense context where careers are changing and require new competencies. These can be provided by training, coaching and men toring, which are practised in schools, but the suggestion here is that they should be developed much more widely. Teams, groups and working parties are contexts for decision-making but provide opportunities also for insightful learning. The chapter on leadership explores leadership outside the educational context to pro vide a different challenge for learning. The chapter on performance management explores rewards, both psychological and financial, the latter using evidence from educational contexts in the USA where there is experience to provide high-qual ity evidence. The ethical and values dimension, with implication for vision and mission, particularly focuses here on the practice associated with gender issues. At the school level the concluding chapters again seek challenging evidence from outside education to clarify practice that can be improved. Good schools are working in these areas but the concluding chapters, like the whole book,
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    Educational Leadership Key Challenges and Ethical Tensions
    (cambridge university press, 2006-07-17) Patrick Duignan
    Parts of this book are based on a three-year research project, ‘Con temporary challenges and implications for leaders in frontline human service organisations’, funded by the Australian Research Council (ARC). As Chief Investigator of this research, I recognise and appreciate their support. I owe a big thank you to a number of people. The research report was written by Patrick Duignan (Chief Investigator),CharlesBurford,MaryCresp,Tonyd’Arbon,Michael Fagan, Mary Frangoulis, Michael Gorman, Ron Ikin, Aengus Kavanagah,MarilynKelleher,SomaNagappan,andMichaelWalsh. Victoria Collins and Lyn Coulon were valued members of the research team. AspecialthankstoMichaelWalsh,whogavepermissiontoadapt his material on values and ethics from the research report. Also to Ron Ikin, who gave advice on an early version of this book. To Soma Nagappan, a friend and colleague, thanks for your valuable assistance and advice. Thank you, Trish, for your patience and expertise in typing numerous drafts of the manuscript, and Kristan for your specialist advice. Of course, without the love, advice and support of my spouse, Nuala, over our many great years together, this book, as well as many other adventures, would not have been possible. Thank you for your careful reading of the manuscript and your insightful and valued advice. I have learned a great deal over many years from our three children, Siobhan, Patrick and Finola and, of course more recently, from their spouses Christopher, Fiona, and Michael.
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    DISCIPLINES of a GODLY WOMAN
    (Crossway Books, 2001-11-21) BARBARA HUGHES
    I would like to thank the women of College Church, whose faith and practice of the Gospel have been my inspiration for over twenty years; our Australian friends Lois Hagger, Peter and Christine Jensen, Phillip and Helen Jensen, John and Moya Woodhouse, and John Chapman, whose teaching has had a profound influence in my life—they are faith ful and valiant for the Gospel; Annette LaPlaca and Lila Bishop, my edi tors, whose good humor and patience made this book a reality; my brother Wil and his dear wife, Lorraine, who persistently encouraged me to “keep typing”; Lane and Ebeth Dennis, for their long-term commit ment to Christian publishing and their loving friendship; my husband Kent. Chapters 4, 5, 6, 10, 15 and 16 are adapted from his book Disciplines of a Godly Man, and beyond that, his words of instruction and teaching are interwoven throughout the pages of this book. His life validates the truth of his teaching.
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    DISCIPLINES of a GODLY WOMAN
    (Crossway Books, 2001-11-15) BARBARA HUGHES
    I would like to thank the women of College Church, whose faith and practice of the Gospel have been my inspiration for over twenty years; our Australian friends Lois Hagger, Peter and Christine Jensen, Phillip and Helen Jensen, John and Moya Woodhouse, and John Chapman, whose teaching has had a profound influence in my life—they are faith ful and valiant for the Gospel; Annette LaPlaca and Lila Bishop, my edi tors, whose good humor and patience made this book a reality; my brother Wil and his dear wife, Lorraine, who persistently encouraged me to “keep typing”; Lane and Ebeth Dennis, for their long-term commit ment to Christian publishing and their loving friendship; my husband Kent. Chapters 4, 5, 6, 10, 15 and 16 are adapted from his book Disciplines of a Godly Man, and beyond that, his words of instruction and teaching are interwoven throughout the pages of this book. His life validates the truth of his teaching.
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    Culture Leadership and Organisations
    (SAGE Publication, 2004-09-14) Robert J.House
    Anthropologist Redfield (1948) defined culture as “shared understandings made manifest in act and artifact” (p. vii). This is consistent with the definition used by the GLOBE research project, which examines culture as practices and values. Practices are acts or “the way things are done in this culture,” and values are artifacts because they are human made and, in this specific case, are judgments about “the way things should be done.” GLOBE measured practices and values exist at the levels of industry (financial services, food processing, telecommunications), organization (several in each indus try), and society (62 cultures). Thus, the GLOBE researchers measured culture at dif ferent levels with both practices and values. Then they asked: How is culture related to societal, organizational, and leadership effectiveness? The GLOBE research could be called the Manhattan Project of the study of the rela tionship of culture to conceptions of leadership. One hundred and seventy investigators from 62 cultures worked on this project. Twenty of them participated in writing this book. They tested 27 hypotheses that linked culture to interesting outcomes, with data from 17,300 managers in 951 organizations. They measured the variables with cultural sensitivity, developing instruments in consultation with members of the relevant cul tures. By using focus groups, and by heavy dependence on the previous literature, the investigators developed instruments that tapped local meanings that were appropriate for each level of the data and also had equivalence across cultures.