115 research outputs found
Incremental change and transformational governance: a case study of the promotion testing process for firefighters in the city of New Haven in the context of Ricci v. DeStefano (2009)
No full textThe recent U.S. Supreme Court ruling in Ricci v. DeStafano (2009) has raised a multitude of concerns about how cities develop and administer promotion tests for civil servants. The Ricci case involved the city of New Haven’s efforts to administer a promotion exam for firefighters in the city, with an explicit attempt to promote social equity in the upper reaches of the city’s fire department. Briefly, when no minority firefighters scored high enough on the promotion exam for the positions of Captain and Lieutenant, the city refused to certify the exam. White firefighters who passed the exam filed suit against the city claiming they had been discriminated against on the basis of their race. The High Court ruled against the City and for the white firefighters. In light of the Ricci ruling, the purpose of this paper is to provide an in-depth review of the administrative process conducted by government officials of the City of New Haven with regard to the promotion testing process for firefighters. There are four main goals for this paper. The first aim is to provide a historical framework for the analysis; the second goal is to conduct an analysis of relevant literature and provide an account of the actual case. The third goal is to evaluate and elaborate on the concerns that arose from the case, and the fourth purpose of the study is to provide suggestions of how things could have been done differently. In an attempt to make the City’s public workforce more diverse, a select group of public administrators, including the mayor, John DeStefano, engaged in an unconventional course rather than a deliberative process to create a fire department that was more representative of the current ethnic makeup of the City of New Haven. Many government programs are only modestly successful over the long term, are hard to evaluate on more than anecdotal evidence, and the public is the final jury on government policy outcomes. And, as a result, public administrators are often in a position to create policy that reflects political and economic realities. They have to constantly weigh the purposefulness of program inputs as well as the strength of program outputs. In addition to strong, evidence-based data and the presence of politically sensitive, good will interventions, transparency and deliberative evaluation is imperative for a meaningful policy process. It is posited in this case study that while eliminating adverse and disparate impact from promotion testing is an urgent goal to create workplace diversity and representativeness, it can be accomplished through an incremental process. In a sense it has to be conducted this way because of the following three reasons: 1. Scientific findings in the area are incremental with several findings but no firm conclusions. In fact, over 60 years of rigorous study on the subject by the University of California have yielded statistically mixed results basically indicating that schools in lower and higher income areas continue to provide disparate preparation for tests. 2. Democracies change policies almost entirely through incremental changes, rather than in leaps and bounds (Lindblom, 1959). In principal every citizen has an equal say in our political and policy process. Because we have different perspectives and values, and because American citizens highly prize individualism, we support a participatory decision making process. 3. The public as a whole prefers homeostasis rather than crisis. Unless there is overwhelming, supportive public opinion for change, in general, the public prefers deliberation on an issue rather than a sudden shift in policy. While in this case, some administrators in New Haven thought that there was no time like a crisis to make a substantive change in promotion testing policy, there was no collective opinion on how this should be accomplished. Instead, a sudden reaction to the crisis provoked suspicion, alienation and resentment on the part of stakeholders and the general public. What was seen by the Mayor of New Haven as a representative and transformational move in a decision to not certify promotion test results, was instead perceived by others as an exploitive abuse of his personal power and privilege to make a change that he personally supported and possibly to burnish his image as a change maker. Whatever Mayor DeStefano's decision, his position would have been strengthened with both the courts and the various constituencies to which he was responding had he engaged in a deliberative process. As it was, he turned the case over to the City's Civil Service Board. Although the Board was divided and held hearings, given its political makeup, the outcome of these discussions was never really in doubt. The function of these hearings, then, was to bypass a genuinely deliberative process rather than to facilitate it. This process might have led to the same conclusion-- to reject the test. And given its conservative makeup, the Supreme Court might still have found that the City was in violation of the law. Even so, the City's case would have been far stronger and it might have set a precedent for other cities to follow, allowing an incremental process to lead to a more representative city workforce. Using a qualitative evaluation approach, a case study was conducted of the City of New Haven promotion policy decision making process for its firefighters in the context the U.S. Supreme Court’s ruling in Ricci v. DeStefano (2009). Data was collected through interviews with a select group of administrators in New Haven, a review of testimony before the City’s Civil Service Board, and a review of related documents regarding the promotion testing of a group of classified civil servants in the city’s fire department in 2003.Ph. D.Includes bibliographical referencesIncludes vitaby Gwyn A. Sondik
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Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working Model
No full textThe purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in school improvements and student achievement based upon the nature of the training of the school leader
Gwyn Thomas's <i>Sap</i> and Theatre Workshop's <i>Oh What a Lovely War</i>
No full textIn the autumn of 1962 Gwyn Thomas, author of The Keep and Jackie the Jumper, two plays already staged at the Royal Court, delivered to the Theatre Royal, Stratford East, his script of Sap, a play with songs about the First World War. In March 1963, Joan Littlewood premiered at the Theatre Royal Oh What a Lovely War. Subsequently, Thomas felt that his ideas and research had been stolen, and because of the success of Oh What a Lovely War, Sap was not staged for another eleven years. In this article Gwynne Edwards discusses the circumstances surrounding these events and outlines the similarities and differences between the two plays. Gwynne Edwards has written extensively on Spanish theatre, in particular on the plays of Lorca, which he has also translated. More recently he has written plays based on the lives and work of Dylan Thomas, Gwyn Thomas, and Richard Burton. Burton was staged in Hollywood in 2010.</jats:p
Beyond ‘word-for-word’: Gruffudd Bola and Robert Gwyn on translating into Welsh
No full textThe paper compares and contextualizes the comments of Gruffudd Bola (fl. 1270/1280) and Robert Gwyn (c. 1545–c. 1597/1603) on their strategies of translating (quotations from) authoritative religious texts. In the introductory section of his translation of the Athanasian Creed, which he produced for Efa ferch Maredudd, Gruffudd Bola employs the topos of ‘(sometimes) word-for-word’ versus ‘(sometimes) sense-by-sense’ to explain and justify his approach whenever the structural demands of the target language render a literal translation impossible. About three hundred years later, Robert Gwyn, the recusant author of Y Drych Kristnogawl (‘The Christian Mirror’, c. 1583/1584), argues that in the devotional- didactic genre the translations of quotations from authoritative religious texts such as the Bible need to be adapted to his audience’s level of understanding. He thus subordinates fidelity on the literal level to the demands of comprehensibility. Both authors insist on the priority of successful communication, but approach the translator’s dilemma in different frameworks
Las palabras y las imágenes: la combinación de lenguajes estéticos como rasgo distintivo de nuestro tiempo. Mr Gwyn, escribir retratos
No full textWe start by analysing a painting installation by Jo Heijnen ad we study the different art istic languages and how they can cope together for creating new pieces. Then, we study Baricco’s works and the mixture of literary genres we can easily spot in his texts. We end by studying Mr Gwyn, where the author plays mixing words and painting.Se empieza analizando una instalación de pintura del autor holandés Jo Heijnen para ver cómo los distintos lenguajes artísticos pueden unirse para crear piezas nuevas. A continuación se estudian las obras de Alessandro Baricco y las mezclas de géneros literarios y estilos que podemos encontrar en ellas hasta llegar a Mr Gwyn, donde el autor une la pintura con la narración
London and Westminster improved, illustrated by plans : to which is prefixed, a discourse on publick magnificence with observations on the state of arts and artists in this kingdom, wherein the study of the polite arts is recommended as necessary to a liberal education: concluded by some proposals relative to places not laid down in the plans
No full textby John Gwyn
The description of the characters in the novel Mr Gwyn by Alessandro Baricco
No full textL'argomento principale di questa tesi di laurea è la descrizione dei personaggi nel romanzo Mr Gwyn, dello scrittore italiano Alessandro Baricco. Questo romanzo psicologico viene analizzato attraverso le riflessioni del personaggio principale, ma anche attraverso la sua analisi dello stato mentale dei personaggi. Si cerca di trasmettere da un lato, la responsabilità sociale e dall'altro il "viaggio interiore" di ogni personaggio. Nella tesi viene presentata la relazione tra i due personaggi principali come il fulcro e il pilastro principale dell'intera storia. Il signor Gwyn, il protagonista della storia, attraverso il suo personaggio rappresenta una persona piena di sentimenti diversi: dalla disperazione all'entusiasmo. Rebecca, d'altro canto, rappresenta responsabilità, fiducia e compostezza fin dall'inizio. Insieme all'altra protagonista femminile, la signora con il foulard impermeabile, si assume la responsabilità e fornisce supporto morale e psicologico a Mr Gwyn. Attraverso l'analisi psicologica dei personaggi, arriviamo alla questione del senso della vita e del senso della nostra esistenza, mettiamo in discussione i valori sociali e la responsabilità personale e sociale. Attraverso ogni singolo personaggio, l'autore presenta un quadro realistico della società, della lotta con la vita quotidiana e con le varie emozioni che colpiscono l'individuo. Baricco ci presentò una nuova idea di descrivere le persone, unendo le due arti, la bella arte e la letteratura. Attraverso il ritratto di ogni persona, tenendo conto della loro corporeità si cerca di entrare nell’essenza della sua esistenza e di darla un proprio significato.Glavna tema ovog diplomskog rada je opis likova iz romana Mr Gwyn, talijanskog književnika Alessandra Baricca. Ovaj psihološki roman analiziran je kroz promišljanja glavnog lika i kroz njegovu analizu mentalnog stanja likova. Pokušava se s jedne strane dočarati društvena odgovornost, pak s druge strane “unutarnje putovanje” svakog lika. U radu se također opisuje odnos dvaju glavnih likova kao srž i glavni stup cijele priče. Mr Gwyn kao protagonist priče, kroz svoj lik prikazuje osobu prepunu različitih osjećaja, od očaja do ushićenja. Rebecca s druge strane predstavlja odgovornost, povjerenje te staloženost od samog početka. Također uz drugi glavni ženski lik, gospođu s nepromočivim rupcem, preuzima odgovornost i čini moralnu i psihološku potporu. Kroz psihološku analizu likova dolazimo do pitanja o smislu života i smislu našeg postojanja, preispitujemo društvene vrijednosti te osobnu i društvenu odgovornost. Kroz svakog pojedinačnog lika, autor prikazuje realnu sliku društva, borbu sa svakidašnjicom i sa raznim emocijama koje pogađaju pojedinca. Baricco nam je predstavio jednu novu ideju opisivanja likova, ujedinivši dvije umjetnosti, likovnu umjetnost i književnost. Kroz portret pojedinačne osobe, uzimajući u obzir njenu tjelesnost, nastojao je ući u bit njenog postojanja i dati joj vlastito značenje.The main topic of this thesis is the description of the characters in the novel Mr Gwyn, by the Italian writer Alessandro Baricco. This psychological novel is analyzed through the reflections of the main character, but also through his analysis of the mental state of the other characters. It tries to convey on the one hand social responsibility and on the other, the “inner journey" of each character. In the thesis also describes the relationship of the two main characters as the centerpiece and main pillar of the whole story. Mr Gwyn as the protagonist of the story, through his character, represents a person full of different feelings: from despair to enthusiasm. On the other hand, Rebecca represents responsibility, trust and composure right from the start. Together with the other main female character, the lady with a waterproof handkerchief, she takes responsibility and gives moral and psychological support to Mr Gwyn. Through the psychological analysis of the characters, we come to the question of the meaning of life and the meaning of our existence, we question social values, such as personal and social responsibility. Through each individual character, the author presents a realistic picture of society, the struggle with everyday life and with various emotions that affect the individual. Baricco introduced us to one new idea of describing characters, uniting the two arts: the fine art and literature. Through the portrait of each person, talking into account their corporeality, he tried to enter into the essence of his existence and give it its own meaning
Supervisory Conversations: A Key to Reflective Experimentation
No full textUsing a qualitative approach, in this article, the author explores the conversations which take place between preservice teachers and their university supervisor, analysing sequences which serve as support for experimentation of a ‘new’ teaching approach and situations of knowledge construction by preservice teachers. They were asked to use cooperative learning activities during student teaching although such strategies were not necessarily modelled by their cooperating teachers or familiar to the students. As their researcher/supervisor, the author provided support in planning conferences and coaching through post-observation conferences. It is suggested that there is more to supervisory conversations than simply providing moral support for the preservice teachers or evaluation of their performance. They are occasions for knowledge construction, notably, through problem-solving and solution finding, stimulation of reflection and discussion of theory
Agricultural extension - generic challenges and the ingredients for solutions
No full textIs agricultural extension in developing countries up to the task of providing the information, ideas, and organization needed to meet food needs? What role should governments play in implementing or facilitating extension services? Roughly 80 percent of the world's extension is publicly funded and delivered by civil servants, providing a range of services to the farming population, commercial producers, and disadvantaged target groups. Budgetary constraints and concerns about performance create pressure to show the payoff on investment in extension and to explore alternatives to publicly providing it. The authors analyze the challenges facing policymakers who must decide what role governments should play in implementing or facilitating extension services. Focusing on developing country experience, they identify generic challenges that make it difficult to organize extension: a) The magnitude of the task. b) Dependence on wider policy and other agency functions. c) Problems in identifying the cause and effect needed to enable accountability and to get political support and funding. d) Liability for public service functions beyond the transfer of agricultural knowledge and information. e) Fiscal sustainability. f) Inadequate interaction with knowledge generators. The authors show how various extension approaches were developed in attempts to overcome the challenges of extension: 1) Improving extension management. 2) Decentralizing. 3) Focusing on single commodities. 4) Providing free-for-service public extension services. 5) Establishing institutional pluralism. 6) Empowering people by using participatory approaches. 7) Using appropriate media. Each of the approaches has weaknesses and strengths, and in their analysis the authors identify the ingredients that show promise. Rural people know when something is relevant and effective. The aspects of agricultural extension services that tend to be inherently low cost and build reciprocal, mutually trusting relationships are those most likely to produce commitment, accountability, political support, fiscal sustainability, and the kinds of effective interaction that generate knowledge.ICT Policy and Strategies,Decentralization,Enterprise Development&Reform,Agricultural Knowledge&Information Systems,Agricultural Research,Environmental Economics&Policies,Health Monitoring&Evaluation,Agricultural Knowledge&Information Systems,ICT Policy and Strategies,Agricultural Research
School Community: A Better Way for Addressing School Violence
No full text In order to understand the importance of school community as both a response and a preventative measure to violence in the American school, the paper discusses the nature and scope of youth violence and its connection to violence in American schools. Next, actions that are being taken to deal with student violence are explored. The impact that violence and its counter-measures have on the school as community are identified and lead into the definition, scope, and nature of community. Finally, practices involved in community building in schools are presented as a way for educators to go about the task of discussing and dealing with violence in schools without destroying further the fabric of trust and confidence needed for running public schools. </jats:p
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