In 2012, Richard E. Wainerdi retired as president and chief executive officer of the Texas Medical Center after almost three decades at the helm. During his tenure, Wainerdi oversaw the expansion of ...the center into the world’s largest medical complex, hosting more than fifty separate institutions. “I wasn’t playing any of the instruments, but it’s been a privilege being the conductor,” he once said to a newspaper reporter. William Henry Kellar traces Wainerdi’s remarkable life story from a bookish childhood in the Bronx to a bold move west to study petroleum engineering at the University of Oklahoma. Wainerdi went on to earn a master’s degree and a PhD from Penn State University where he immersed himself in nuclear engineering. By the late 1950s, Texas A&M University recruited Wainerdi to found the Nuclear Science Center, where he also served as professor and later associate vice president for academic affairs. In the 1980s, Wainerdi took charge of the Texas Medical Center, embarking on a “second career” that ultimately expanded the center from thirty-one institutions to fifty-three and increased its size threefold. Wainerdi pushed for and ensured a culture of collaboration and cooperation. In doing this, he developed a new nonprofit administrative model that emphasized building consensus, providing vital support services, and connecting member institutions with resources that enabled them to focus on their unique areas of expertise. At a time when Houston was widely known as the “energy capital of the world,” the city also became home to the largest medical complex in the world. Wainerdi’s success was to enable each member of the Texas Medical Center to be an integral part of something bigger and something very special in the development of modern medicine.
Imperialism, Race and Resistance marks an important new development in the study of British and imperial interwar history. Focusing on Britain, West Africa and South Africa, Imperialism, Race and ...Resistance charts the growth of anti-colonial resistance and opposition to racism in the prelude to the 'post-colonial' era. The complex nature of imperial power in explored, as well as its impact on the lives and struggles of black men and women in Africa and the African diaspora. Barbara Bush argues that tensions between white dreams of power and black dreams of freedom were seminal in transofrming Britain's relationship with Africa in an era bounded by global war and shaped by ideological conflict.
This article addresses female activism spanning the Empire and creating interconnected networks linking the local and global dimensions of Britain's imperial mission in an era of increasing ...uncertainty. The transition from empire to commonwealth and, ultimately, independence was marked by anti-colonial challenges from within Britain and in the colonies and threats to empire from international developments post-1918. This era also witnessed a more proactive role for women as both defenders and critics of empire who had an influence on shaping a new discourse of welfare and development, purportedly a 'feminisation' of empire. Continuities existed between female activism pre- and post-1918 but also significant differences as the late imperial era witnessed more nuanced and diverse interventions into empire affairs than the 'maternalist imperial feminism' of the era before the First World War.
The purpose of this study was to examine the perceptions of key informants about the processes of institutional change and collaboration involved in the development of three early college high ...schools (ECHS)s over a 4-year period. The 15 study participants were members of early college high school councils and included high school principals, counselors, community college administrators, and school district administrators. Participants were located at two early college high schools located on community college campuses, and one was located on a school district site. This mixed methods study used a survey and structured interviews, both based loosely on case studies from Not so easy going: The policy environments of small urban schools and schools-within-schools (Raywid & Schmerler, 2003) and factors identified by the Wilder Collaboration Inventory (Mattessich & Monsey, 1992) as critical to successful collaboration. The findings of the study showed that the ECHS partnership, according to the majority of its members, exhibited (a) indicators of institutional change in policy and attitude toward collaboration; and (b) the success factors of history of collaboration, favorable political climate, appropriate cross section of members, collaboration seen in self interest, sharing a stake in process and outcome, shared decision making, concrete attainable goals and objectives, and shared vision. Success factors not showing a majority response were adequate resources, mutual respect, open and frequent communication, clear roles and policy guidelines, and sufficient funds.
After the ending of slavery the West Indian colonies were marginalised in British imperial consciousness but the major disturbances of the 1930s jolted the complacency of colonial administrators and ...aroused more widespread concern over lack of development. At the same time, there was greater official recognition of the academic social sciences in formulating policies to promote colonial development and counter mounting threats to empire. This article focuses on a major study carried out in Jamaica in the late 1940s, the West Indian Social Survey, whose main brief was to research aspects of African Caribbean culture that acted as a barrier to progress. It evaluates the context, origins and conceptual and methodological underpinnings of the project, looks at problems encountered by the researchers during the survey and in publishing the findings and, finally, considers the impact of the research on academic knowledge and policy making. A key theme is the relationship between the Colonial Office, the academics on the Colonial Social Science Research Council who sponsored and supervised the project, and the research team in the field. Problems in the inception and management of the project and publication of research findings raise questions as to who were the gatekeepers of academic knowledge and how such knowledge was constructed and disseminated.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Little attention has hitherto been paid to the role of accounting and taxation in colonial/imperial contexts. The objective of this paper is to explore taxation in British West Africa from the late ...nineteenth to the mid-20th centuries. Taxation represents the use of accounting to regulate behaviour, and as such offers a new perspective on the claims made for accounting as a successful mode of making individuals governable. We examine the taxation system initiated by Lord Lugard and followed elsewhere in British West Africa and consider what its imposition has to tell us about the relationship between colonialists and Africans, and about its potential for moulding the behaviour of colonial subjects. The vigorous resistance of West Africans to colonial taxation casts doubts on some of the claims made for accounting controls as a means of “forming subjectivity” Acc. Organ. Society 23 (7) (1998) 685.
In 2013, the Accreditation Council for Graduate Medical Education (ACGME) transitioned into a new accreditation system to reduce burden, focus on outcomes, and promote innovation and improvement. One ...component is a self-study that includes aims, an environmental assessment, and setting improvement priorities. The ACGME initiated voluntary site visits following the self-study.
We explored common themes in program aims and assessment of their environment.
Using grounded theory, inductive and deductive qualitative methods, and truth grounding, we analyzed data from voluntary site visits of 396 core and subspecialty programs between June 2015 and September 2017, with a focus on common themes.
We report common themes for aims and the dimensions of the environmental assessment. Themes for
include a collegial, supportive learning environment; responsive leaders; and experiences that prepare residents for unsupervised practice.
encompass low learner engagement and "content mismatch" in didactic education, balancing education and service at a time of growing clinical volumes, and improving the utility of assessment systems. Common
encompass collaborations that improve education, involving alumni and harnessing technology to enrich education, while
include an unsustainable effort for many program leaders, clinical pressures on faculty, and loss of external sites important for education. Linked dimensions of the environmental assessment suggest benefit in a growing focus on learners, and approaches to ensure a humanistic learning environment that allows for growth, self-determination, and inclusion.
The findings highlight actionable themes for the environmental assessment. We discuss implications for programs, institutions, and the ACGME.
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