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1 – 10 of 182The pretty girl with raven hair sings as she works and dreams of wonderful days ahead. The girl's dream is deferred by the wickedly jealous stepmother who sends a trusted guard to…
Abstract
The pretty girl with raven hair sings as she works and dreams of wonderful days ahead. The girl's dream is deferred by the wickedly jealous stepmother who sends a trusted guard to commit murder. The man, overwhelmed by the girl's inherent goodness is unable to complete his deed, and warns her to run away and never return. She travels deep into the woods and is helped by friendly forest creatures with big eyes. They take her to a small cottage and she falls asleep, to be awakened by several small men who find it in their hearts to allow her to remain. The miniature men leave for work the next day, warning the girl of the stepmother and her trickery. The nasty woman disguises herself and easily convinces the girl to take a bite of the religiously symbolic apple, after which the girl is induced into a coma. The small men return, chase after the horrible stepmother and cause her to fall to her death, after which they do not bury the beauty-girl, but instead leave her ensconced in a glass tomb for all to see. The gallant prince finally arrives and kisses her, true love breaking the apple's spell and allowing the girl to ride away on the horse with the true hero, leaving behind the woodland creatures and small men forever. Sunlight beaming, girl beaming, small men and creatures beaming. All is right with the world.
Ruth Beck and Leanne Dzubinski
A faith-based international nonprofit and its newly hired, narcissistic CEO are examined in this chapter. The CEO made up his own rules acting contrary to many leadership…
Abstract
A faith-based international nonprofit and its newly hired, narcissistic CEO are examined in this chapter. The CEO made up his own rules acting contrary to many leadership, financial, and HR practices, as well as ignoring the law. As difficulties mounted, there was little to no outcry. Until his abrupt departure seven years later, the CEO operated with impunity. The authors analyze the CEO’s tenure through four lenses – the leader, the followers, the environment, and their faith perspective. As a narcissist, the CEO quickly created a toxic environment and stayed one step ahead of everyone else. Employees were most often compliant and the few who were not found themselves stripped of their position as an example to the onlookers. With the Board in transition, there were no checks and balances and, coupled with a perception of instability, the environment was advantageous for a narcissist. Each of these three lenses was influenced by the faith system which the organization and its employees espoused. Faith-based compliance and organizational silence created an open door for the narcissistic leader and resulted in great damage individually and collectively. The authors offer lessons for individuals, groups, and organizations working under a narcissist.
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In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI…
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In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.
Jessica Paddock and Terry Marsden
Critically reflecting upon the role of and integrative function that relocalisation of agri-food plays in the development of what we call rural and regional ‘webs’ of…
Abstract
Critically reflecting upon the role of and integrative function that relocalisation of agri-food plays in the development of what we call rural and regional ‘webs’ of interconnection, this chapter revisits two regional case studies in Devon and Shetland, UK. Exploring the challenges and continuities in the unfolding of the rural web, we pay particular attention to the role that agri-food initiatives play in mobilising distinctive rural and regional development processes. Although we point in both cases to the marginalisation of agri-food and its potential centrality in rural development, it is clear that this fails to disappear completely. The trends in these two rural regions, at either ends of the UK archipelago, suggest that the combinational effects of declines in multi-functional agri-food support, on the one hand, and a neo-liberalised retraction of non-agricultural rural development support on the other, are providing a potential and chaotic new governance squeeze which is likely to severely reduce the massive but latent adaptive capacity embedded in the rural eco-economy. Indeed, a more multi-functional governance and policy-based approach, based upon creating conditions for the eco-economic rural web to flourish needs to find ways of harmonising different aspects of the post-carbon landscape such that its various segments (energy, tourism, agriculture, creative industries, etc.), can work in synergy with one another. To conclude, we argue that such fragmented and competing conditions as those revealed in both case study areas are unlikely to be sufficiently capable of meeting the new national and global demands for food security which have risen up the political agenda since our earlier phases of field work.
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Peter Scaramuzzo, Julia E. Calabrese and Cheryl J. Craig
At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school…
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At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.
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I began my research at two suburban high schools in the spring of 2000, shortly after the one-year “anniversary” of the Columbine High School shootings in Littleton, Colorado. On…
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I began my research at two suburban high schools in the spring of 2000, shortly after the one-year “anniversary” of the Columbine High School shootings in Littleton, Colorado. On April 20, 1999, Dylan Kelbold and Eric Harris entered their school and killed 10 classmates and 1 teacher, wounded 23 others, and then took their own lives in the library. It was the worst mass murder ever to take place on school grounds in the United States. I was particularly interested in looking at suburban schools during this time period because statistics showed juvenile crime, and in particular violence within the school systems, was on the decline, yet the perception of school violence seemed unrelated to these statistics (Brooks, Schiraldi, & Ziegenberg, 2000; Cook, 2000; Glassner, 1999). Following the widespread national attention given to the Columbine shootings,1 public polls showed 71% of Americans believed a school shooting was likely to happen in their community (Brooks et al., 2000). A month after the Columbine shootings, a Gallup Poll found 52% of parents still feared for their children's safety at school (Brooks et al., 2000). I was interested in learning how this perception of violence and fear shaped the everyday lives of kids going to schools throughout the United States. I wanted to know how schools dealt with issues of violence and safety at the local level, and in particular, how discipline and punishment was thought about, practiced, and negotiated within public-school settings.