An organization operating in the twenty-first century is different from one that operated during the Industrial Revolution. Todays focus is on optimizing human potential; people are the enablers of most aspects of intangible value. People develop relationships with suppliers, customers, distributors, and other third parties through which work is executed. In Reflective Leaders and High-Performance Organizations, authors Nick Shepherd and Peter Smyth take an integrated view of organizational performance that blends a focus on both outcomes and relationships. Reflective Leaders and High-Performance Organizations suggests a framework for developing and applying an improved approach to organizational leadership and management. In addition to philosophy and conceptual approaches, it presents tested practical tools and direction. It also delivers case studies of organizations that have applied Shepherds and Smyths ideas and realized measurable improvements in the day-to-day activities of the organization, along with measurably improved outcomes from the organizational activity. Using over twenty years of practical consulting experience as well as careers in management, Shepherd and Smyth demonstrate how effective leaders can maintain a focus on organizational tasks and outcomes and do this while building and enhancing human relationships.
This book discusses the regulatory and trade challenges facing the global adoption of biotechnological products and offers strategies for overcoming these obstacles and moving towards greater global food security. The first section of the book establishes the context of the conflict, discussing the challenges of global governance, international trade, and the history of regulation of genetically modified (GM) crops. In this section, the authors emphasize the shift from exclusively science-based regulation to the more socio-economically focused framework established by the Cartagena Protocol on Biosafety, which was adopted in 2000. The second section of the book provides a snapshot of the current state of international GM crop adoption and regulation, highlighting the US, Canada, and the EU. The final section of the book identifies options for breaking the gridlock of regulation and trade that presently exist. This book adds to the current literature by providing new information about innovative agricultural technologies and encouraging debate by providing an alternative to the narratives espoused by environmental non-governmental organizations. This book will appeal to students of economics, political science, and policy analysis, as well as members of regulatory agencies and agricultural industry firms.
Feigin and Cherry's Textbook of Pediatric Infectious Diseases helps you put the very latest knowledge to work for your young patients with unparalleled coverage of everything from epidemiology, public health, and preventive medicine through clinical manifestations, diagnosis, treatment, and much more. Ideal for all physicians, whether in an office or hospital setting, Feigin and Cherry’s equips you with trusted answers to your most challenging clinical infectious disease questions. Meet your most difficult clinical challenges in pediatric infectious disease, including today’s more aggressive infectious and resistant strains as well as emerging and re-emerging diseases, with unmatched, comprehensive coverage of immunology, epidemiology, public health, preventive medicine, clinical manifestations, diagnosis, treatment, and much more. Find the answers you need quickly thanks to an organization both by organ system and by etiologic microorganism, allowing you to easily approach any topic from either direction.
This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage. Social justice is a key theme as the book examines the needs of youth, the concept of school culture, school/community relations, socially critical pedagogy, curriculum and leadership and a socially critical approach to work. The Socially Just School is based upon four decades of intensive writing and researching of young lives. This work presents an alternative to the damaging school reform in which schools are made to serve the interests of the economy, education systems, the military, corporate or national interests. Readers will discover the hallmarks of socially just schools: - They educationally engage young people regardless of class, race, family or neighbourhood location and they engage them around their own educational aspirations. - They regard all young people as being morally entitled to a rewarding and satisfying experience of school, not only those whose backgrounds happen to fit with the values of schools. - They treat young people as having strengths and being ‘at promise’ rather than being ‘at risk’ and with ‘deficits’ or as ‘bundles of pathologies’ to be remedied or ‘fixed’. - They are ‘active listeners’ to the lives and cultures of their students and communities and they construct learning experiences that are embedded in young lives. This highly readable book will appeal to students and scholars in education and sociology, as well as to teachers and school administrators with an interest in social justice.
This historical account, covering the 1890s to 1969, includes the emergence of medical, and then official, concern about the three diseases related to asbestos (asbestosis, lung cancer and mesothelioma), the legislative process during and after the 1930s, and the impact of the 1931 Asbestos Industry Regulations. The availability of much previously unexamined material, including copious government records, combined with unimpeded access to the vast archive of documents kept by the leading British asbestos manufacturer, Turner and Newall, have enabled Dr. Bartrip to provide a comprehensive examination of this important medico-legal question, and to give a unique insight into occupational health and its regulation in twentieth century Britain.
Ireland’s First Settlers tells the story of the archaeology and history of the first continuous phase of Ireland’s human settlement. It combines centuries of search and speculation about human antiquity in Ireland with a review of what is known today about the Irish Mesolithic. This is, in part, provided in the context of the author’s 50 years of personal experience searching to make sense of what initially appeared to be little more than a collection of beach rolled and battered flint tools. The story is embedded in how the island of Ireland, its position, distinct landscape and ecology impacted on when and how Ireland was colonized. It also explores how these first settlers evolved their technologies and lifeways to suit the narrow range of abundant resources that were available. The volume concludes with discussions on how the landscape should be searched for the often ephemeral traces of these early settlers and how sites should be excavated. It asks what we really know about the thoughts and life of the people themselves and what happened to them as farming began to be introduced.
Activist and Socially Critical School and Community Renewal comes about at an incredibly important point in history, and it offers a genuinely new paradigm. This book attempts what few others have tried—to bring together knowledge and literature around school reform and community renewal through authentic ethnographic stories of real schools and communities.
The inherited model of schooling based on same-age tutor groups is not only wrong but anti-learning and unsafe. When examined from a systems perspective, the assumptions are revealed. This explains why schools fail to respond to reform and why reform is the wrong approach. It blames the same-age structure as the direct cause of bullying, poor parent partnership, mental health issues and more, pointing out the system’s separation from psychology and child welfare. When schools adopt a mixed-age system (tutor groups / home-groups mixed by age) these adverse effects are resolved. The book calls for wholesale change to the way schools organize relationships and issues of connectivity. The author uses insights and research from his work with hundreds of schools worldwide transitioning from the same-age system to one based on mixed-age. This book rejects the use of pro-social programs (add-ons and fixes) in favor of one able to design in empathy, emotional intelligence, and character.
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