Strong Work Ethic Research Articles

Historical, psychological and cultural influences upon the sport success of Czechoslovakian athletes

In an attempt to demonstrate how values drive differences in terms of sport behaviour and attitudes, researchers have sought to operationalize causative factors of athletic success (Crampton, 2004; Kavalir, 2004; Schwarz, 1992; Schwartz & Bardi, 2001; Svoboda, 2000). One theme often used to explain outstanding sports performance is that of “hard work” or a strong work ethic. Of note is the fact that three of the most prestigious figures in the history of psychology – Freud, Erikson and Selye – have studied the impact of work in the context of the Czechoslovakian experience and how its acceptance as a life theme can motivate individuals, such as sports figures, to attain outstanding success. This ideology of hard work grounded in a strong work ethic going back over 1,000 years has been perpetuated by Czechoslovakian competitors in Europe, North America and other parts of the world. Factors relating to historical, psychological and cultural precedents will be presented in this report in an attempt to explain their impact upon modern day athletes having Czechoslovakian roots.

Isaiah and His Young Disciples: Justice Brandeis and His Law Clerks

Isaiah and His Young Disciples: Justice Brandeis and His Law Clerks TODD C. PEPPERS* Introduction It cannot be said that Louis Dembitz Brandeis has suffered from a lack of scholarly attention. Brandeis is considered to be one of the most influential Justices in the history of the U.S. Supreme Court, and scores of books and law-review articles have been written about Brandeis the lawyer, the political insider, the Zionist, and the Justice. A case can be made, however, that history has not fully recognized the important and lasting contribution that Brandeis made to the development ofthe institutional rules and norms surrounding the Supreme Court law clerk, an oversight that this essay seeks to rectify. Brandeis was not the first Supreme Court Justice to hire law clerks. Upon his elevation to the Supreme Court in 1882, Justice Horace Gray started the practice of hiring recent Har­ vard Law School graduates to serve as his legal assistants.1 Justice Gray instituted the tradi­ tion of hiring law clerks while serving as the Chief Justice of the Massachusetts supreme judicial court, and one of the young Harvard Law School men Gray hiredwas Brandeis him­ self. Norwas Brandeis responsible for much of the early mythology surrounding the relation­ ship between Justice and law clerk. It was the “Magnificent Yankee,” Justice Oliver Wendell Holmes, Jr., who summoned a generation of Harvard Law School graduates to serve as pri­ vate secretaries, social companions, surrogate sons, and caretakers to “God’s grandfather.”2 It would be Brandeis’ clerkship model, however, that led to the professionalization ofthe clerk­ ship institution. From the hiring of his first law clerk, Brandeis demanded that each law clerk have a strong work ethic, possess supe­ rior legal writing and research skills, and abide by the fiduciary relationship between Justice and law clerk. While future Justices have dif­ fered from Brandeis in the type of substan­ tive job duties assigned to their law clerks, the 76 JOURNAL OF SUPREME COURT HISTORY expectations about the duties ofconfidentiality and loyalty as well as the skills to be possessed by law clerks remain unchanged. This essay will explore the Brandeis clerkship model, ar­ guing that Brandeis’ rules for and expecta­ tions ofhis law clerks not only were unique for their time, but also forever shaped the clerk­ ship models adopted by future generations of Justices. Before turning to Justice Brandeis, a brief aside about one of the primary sources used in this essay. In the early 1980s, author and attorney Lewis J. Paper had the rare oppor­ tunity to interview twelve surviving Brandeis law clerks as he prepared to write his book on the late Justice? His interview notes offer a fascinating peek into the world ofthe Brandeis clerkship and contain many details and tidbits never before discussed in any book or arti­ cle. Mr. Paper donated his interview notes to the Special Collections Department at Harvard Law School, and he has graciously allowed me to quote from them in this article. The Selection of Justice Brandeis’ Law Clerks The selection of law clerks by the Justices on the White, Taft, and Hughes courts var­ ied dramatically from the selection practices of the modern Court. While today’s Justices pore through hundreds of applications, often assisted by a screening committee, in the early years of the clerkship institution law students at Harvard, Yale, and Columbia found them­ selves tapped by faculty members to work at the Supreme Court for such Justices as Holmes, William Howard Taft, and Harlan Fiske Stone. Upon arriving at the Supreme Court, Brandeis began following Holmes’ practice ofhaving Harvard Law School profes­ sor Felix Frankfurter select his clerks. In a De­ cember 1,1916, letter to Frankfurter, Brandeis wrote that Frankfurter’s selection of Calvert Magruder as his first law clerk strengthened the Justice’s confidence in Frankfurter,4 and two years later Brandeis stated that Frankfurter now had unlimited discretion to select his clerks—while adding that “[w]ealth, ances­ try, and marriage, of course, create presump­ tions; but they may be overcome.”5 Brandeis later supplemented his list ofnon-binding hir­ ing preferences, telling Frankfurter that “other things being equal, it is always preferable to take some one...

I Will Fear No Evil: Ojibwa-Missionary Encounters along the Berens River, 1875–1940 (review)

Reviewed by: I Will Fear No Evil: Ojibwa-Missionary Encounters along the Berens River, 1875–1940 Catherine Murton Stoehr I Will Fear No Evil: Ojibwa-Missionary Encounters along the Berens River, 1875–1940. susan elaine gray. Calgary: University of Calgary Press, 2006. Pp. 180, illus., $29.95 Historians of First Nations generally express a commitment to including Native voices in their work. In this oral history–based book, Susan Elaine Gray admirably fulfils this obligation. Gray interviewed members of the Ojibwa community at Berens River, on, to determine what oral tradition had to say about the relationship between community members and Christian missionaries who began arriving there in the late nineteenth century. The answers she got demonstrated the existence of a complex and psychically demanding practice of Ojibwa spirituality that anticipated postmodern philosophy’s embrace of multiplicity by incorporating Christian teachings without recanting other belief systems. Opening in 1875, when Methodist missionaries first came to live at Berens River, Gray’s book discusses Ojibwa spiritual practices in [End Page 279] general, describes the Methodist and Catholic missionaries who lived in Berens River, then offers three chapters on the Ojibwa’s responses to the missionaries and their teachings. In the preface Gray uses an interview with Percy Berens to present the idea that Ojibwa spiritual practice is characterized by flexibility and belief in the power of faith. Commenting on his attitude toward the Manitous who inhabited the Ojibwa cosmos, Percy Berens said, ‘I don’t choose to believe in them spirits . . . But they can exist for other people,’ adding, ‘If you believe strong enough to believe that there’s spirits there, then they’re there’ (xxvii). Community members, in other words, believed that the extent and intensity of individual people’s belief affected their access to spiritual power. At the same time, Gray points out that the individual Ojibway people relied on empirical evidence before accepting a belief for themselves. In the final three chapters Gray argues that community members who did embrace the new teachings of the missionaries internalized them without surrendering their culture. Many community members remembered the mission schools and missionaries fondly. They speak approvingly of the missionaries as guardians of social order who enforced marriage codes, promoted a strong work ethic, and disciplined children. Gray concludes the work by focusing on the persistence of non-Christian spiritual beliefs. Priests frustrated at the ongoing power of medicine men, ‘Christian’ Ojibwa afraid of being cursed by conjurors or hunted by Windigos, and informers speaking admiringly of the Thunderbirds – all these substantiate the oft-repeated claim that Christianity did not replace older spiritual beliefs in Ojibwa thought, nor did those who held ideas from both traditions feel the need to hide the breadth of their belief. The great strength of this book is that it presents post-contact Anishinabe philosophy-in-action as a cultural product in its own right – not as a hastily constructed bulwark against the deprivations of colonialism. Further, Gray casts off clichés about Native cultures, preferring to offer specific, meaningful assertions. Narratively freed from the circumstances of its enactment, Ojibwa/Anishinabe philosophy, as it appears here, evokes reflection and admiration rather than the regret and pity with which it is so often met by non-Natives. The weakness of the work is the correlative of that strength; material conditions are neglected, causal explanations are not offered, and only the most general of conclusions are provided. While it is possible that Ojibwa philosophy at Berens River was unaffected by events in the nineteenth and twentieth centuries, Gray’s failure to either assert and [End Page 280] defend total cultural constancy on the one hand, or to explain the causes and effects of change on the other, is unsatisfying. Scholars of First Nations history who wish to understand Anishinabe actions will need to incorporate Gray’s insights about Anishinabe philosophy, and students interested in specific information about Anishinabe culture will find it valuable. I Will Fear No Evil is written in a style that is easily accessible to non-academics, and its subject matter is so interesting and its tone so fresh that it may find an audience outside of the university. Catherine Murton Stoehr Queen’s...

Work Addiction: Costs and Solutions for Individuals, Relationships and Organizations

SUMMARY Our current 24/7 culture is a “doing” culture that accepts, and even admires, a strong work ethic, including those described as “workaholics.” This article explores the extant literature describing this phenomenon and examines the costs of work addiction to the individual, to personal relationships and to employing organizations. Finally, the article recommends solutions for prevention and treatment.

Key criteria in twenty‐first century management promotional decisions

PurposeThis paper aims to determine the key criteria used by managers in rapidly changing organizations to make promotion decisions.Design/methodology/approachA survey was conducted of 311 managers from over 100 different US service and manufacturing enterprises experiencing rapid organizational change. Managers were asked to identify no more than five factors that were most critical in their organization to actually getting promoted. Results were content analyzed.FindingsTop ten factors influencing promotion decisions included: getting desired results/strong performance track record; possessing strong business networks; interpersonal/communication skills; strong knowledge‐experience base; demonstrating a strong work ethic; ability to build teams and being a team player; personality, attitude, and ego factors; solving a major problem or getting a “big hit;” demonstrating character, integrity, and trustworthiness; and, preparation and being in the right place at the right time.Research limitations/implicationsResults indicate what organizations are currently using to make decisions but it does not provide a normative guide for what organizations should be using. Also, further research should attempt to differentiate dimensions used at each level of management.Practical implicationsThe results provide a useful guide for managers who are looking for a leg up in the competitive fight for promotions. Results also suggest criteria to be considered when organizations update management assessment tools to better reflect the demands on managers working in the new global business environment.Originality/valueThe study focuses on promotions in rapidly changing organizations and uses a sample that is very familiar with how organizations actually make promotion decisions.

The Mysterious Case of the Allbright Academy (review)

Reviewed by: Ain't Nothing but a Man: My Quest to Find the Real John Henry Elizabeth Bush Nelson, Scott Reynolds Ain't Nothing but a Man: My Quest to Find the Real John Henry; by Scott Reynolds Nelson and Marc Aronson. National Geographic, 200864p illus. with photographs Library ed. ISBN 978-1-4263-0001-1$27.90 Trade ed. ISBN 978-1-4263-0000-4$18.95 R Gr. 4-8 Franny Sharp never expected to spend eighth grade on scholarship in an exclusive boarding school like Allbright Academy, founded by two Nobel-winning scientists to develop scholastic and leadership skills in young people in all academic areas. She recognizes it is largely a stroke of luck—it's younger sister Zoe who was actually recruited for Allbright, but Zoe would only attend if her siblings J. D. and Franny were there too. Franny flourishes, though, forming satisfying friendships with classmates Calpurnia (Cal) and Brooklyn, developing a strong work ethic, maintaining high grades, and improving her social skills and personal habits. In fact, she's becoming such an uncharacteristic paragon that, when Cal voices her suspicions that there's something in the ubiquitous dining hall brownies that's altering their personalities, Franny is inclined to agree. Together the friends uncover the real purpose behind Allbright's educational program and they execute a plan to bring the adult culprits to justice. This followup to The Mysterious Matter of I. M. Fine (BCCB 10/01) sees Franny three years older but just as likable, and Stanley continues to execute her mystery plots with style. In less capable hands, this could amount to little more than a clever students vs. evil administrators plot, but the author raises the bar by taking the overall ambitions of the academy quite seriously and displaying genuine respect for its pedagogical strategies, directing her humor-tinged venom at the dastardly goal of bending young minds toward a narrow, political agenda. Kids who enjoyed Stewart's The Mysterious Benedict Society (BCCB 5/07) should be delighted to meet another group of youngsters who bring down the school and quite probably save the world. Copyright © 2008 The Board of Trustees of the University of Illinois

Resilient History and the Rebuilding of a Community: The Vietnamese American Community in New Orleans East

As the floodwaters have receded from New Orleans and rebuilding has begun, new sto-ries of race relations have emerged and new histories are being written. One is the his-tory of a predominantly Catholic Vietnamese American community located in eastern New Orleans. Before Hurricane Katrina, Vietnamese Americans constituted less than 1.5 percent of the city’s population. Since Katrina, the small Vietnamese American com-munity in eastern New Orleans has received significant press coverage due to its mem-bers’ high rate of return and the rapid rebuilding of their community. This essay will explore how shared refugee experiences, the leadership role of the Catholic Church, and the historically specific circumstances of Vietnamese immigrant settlement in eastern New Orleans contributed to this community’s mobilization and empowerment. Some might attribute the community’s ability to recover so quickly to a strong work ethic and an innate identity—both features of the myth of Asian Americans as “model minorities.” That myth is a 1950s and 1960s construction that has since been deployed to justify racist assumptions about African Americans, Hispanics, and American Indians. It also obscures historical processes. This essay argues that the eastern New Orleans Vietnamese American community’s response to Katrina is clearly rooted in its particular history and collective memory. As the experience of the Vietnamese American community in Village de L’Est demonstrates, history and memory are more than analytical artifacts—they are political resources.

Re‐activating the Nordic welfare states: do we find a distinct universalistic model?

PurposeTo clarify the core characteristics of Nordic activation policies in the context of typologies of European activation governance.Design/methodology/approachThe paper analyses activation governance in the light of the basic values and beliefs behind the formation of the Nordic social protection systems in the mid‐20th century. Recent model‐building efforts see the Nordic countries as being close to a “universalistic” and egalitarian type of activation policy that does not systematically submit citizens to work requirements. The authors ask whether this model captures the actual scope and contents of Nordic activation governance.FindingsThe Nordic countries‐based relatively generous income security systems on a strong work ethic and ambitions to maximise labour market participation of the working‐age population. Citizens's rights to income security were generally linked to the fulfilment of work requirements. Although this active governance of unemployed citizens eroded in the 1970s and 1980s all the Nordic countries revived it after 1990. Largely reflecting the dual structure of the income protection system, Nordic active approaches to activation are not egalitarian.Research limitations/implicationsNordic countries are currently implementing major administrative reforms in social protection, possibly creating more unified and egalitarian governance of activation. Future research needs to assess the impact of these reforms.Originality/valueThe article presents an analysis of activation policies that so far has been missing from comparative research and that will be of particular value for non‐Nordic readers who may have received a biased view of Nordic activation policies.

Rachmaninoff: Life, Works, Recordings (review)

Reviewed by Tammy Ravas University of Houston Rachmaninoff: Life, Works, Recordings. By Max Harrison. London: Continuum, 2005. [vi, 422 p. ISBN 0-826-45344-6. $21.95.] Bibliography, discography, indexes, music examples. While better known for his writings on jazz, Max Harrison has penned reviews of classical music and took at least nine years to craft this updated biography, which focuses on Rachmaninoff's works and recordings (Paul Baker, "Max Harrison," Jazz Notes 8, no. 3 [1996]: 12–13). Three other standard Rachmaninoff biographies in the English language complement one another in that they all contain different perspectives on the composer. Sergei Bertensson and Jay Leyda's Sergei Rachmaninoff: A Lifetime in Music (New York: New York University Press, 1956) is an important publication in terms of Rachmaninoff's purely biographical details. Barrie Martyn's Rachmaninoff: Composer, Pianist, Conductor (Aldershot, Hants, England: Scolar Press, 1990) comprehensively addresses Rachmaninoff's career as a composer, pianist, and conductor; it contains separate parts dedicated to the individual facets of his career, and features a very detailed discography of his recordings. The second edition of Geoffrey Norris's Rachmaninoff (New York: G. Schirmer, 1993) covers the composer's style and history behind his more significant compositions and cites many Russian sources (see Robert Cunningham, Sergei Rachmaninoff: A Bio-Bibliography [Westport, CT: Greenwood Press, 2001], 88, 90–91). This current contribution by Harrison builds upon these sources, as well as others, with some new information, new approaches, and elaborates upon Rachmaninoff's recordings in the latter portion of the book. Rather than organize the different facets of Rachmaninoff's career in separate chapters, as Martyn had done, Harrison addresses this biography in chronological order. He briefly outlines the composer's youth and schooling, and occasionally mentions other [End Page 842] personal details while weaving in detailed descriptions of Rachmaninoff's career as a conductor, concertizing pianist, and composer. The main focus of this book is Rachmaninoff's compositions and Harrison approaches them in an encyclopedic manner. "Musical Examples" (pp. 356–81) follow at the end of the text along with a "Chronological List of Works" (pp. 382– 84), "Classified List of Works" (pp. 385– 89), a discography, bibliography, an index of Rachmaninoff's pieces, and another of names mentioned in the book. Harrison provides only the basic aspects of Rachmaninoff's personal life. He intentionally decides not to focus too much on them for the following reasons (from his introduction): "Our continuing preoccupation with a composer's personal relationships is a leftover from the nineteenth century's investment in the artist as a deviant psychological type. Critical moments in a life are constantly in danger of being engulfed by a host of small irritations and distractions." (p. 2). Among relevant biographical events briefly mentioned in the text, Harrison provides a brief overview of some of Rachmaninoff's personal traits on page 3 of his introduction; for instance, his lack of self-confidence, strong work ethic, and need for privacy. Rachmaninoff's lack of recognition as a composer is a topic addressed by other recent biographers, and Harrison tackles this to some degree in his biography. He gives several reasons as to why Rachmaninoff was not given such recognition. One reason is that many of his critics generally dismissed his music for not being progressive enough for its time: "A main argument against Rachmaninoff was that his work did not partake of the innovations embodied in the music of composers like [Schoenberg, Bartók, Stravinsky]. Yet we do not reject [Johann Sebastian] Bach because he was a conservative in his own time, as was Rachmaninoff" (p. 1). However, Harrison does mention later in the text that not all of his music was conservative. Some examples include his descriptions of Rachmaninoff's First Symphony (pp. 77–80), which uses devices such as whole-tone scales, and the seventh movement of the Études tableaux op. 33 (p. 179), which hints at jazz influence. Rachmaninoff's talents in three distinct areas of music as a celebrated pianist, composer and conductor may have added...

Promotion from associate to full professor

Several articles [1–4] and books [5, 6] have recently beenpublished discussing the tenure process in academe in theUnited States, including an excellent recent column inAnalytical and Bioanalytical Chemistry by Apryll Stalcup[1] entitled “The mechanics of getting tenure.” In fact, onthe basis of the sheer number of articles and books onemight conclude that once you earn tenure in the academythen perhaps the next step is retirement! Comparativelylittle has been written about the timing and process ofpromotion to full professor. “Professor” is the highest ranka faculty member can achieve in the academy. Promotion tofull professor is a very important step in the careerdevelopment of an academician—perhaps even moreimportant than tenure. Yes, that is what I said. In thiscolumn I would like to offer advice to newly tenuredfaculty, teaching at academic institutions in the US who areprobably, right now, taking a deep breath and perhaps evenenjoying a short moment of justified repose, and to thosenot-so-recently tenured faculty, who are considering thenext step in their career development, with regard topromotion, the process, timing, and requirements.Who do you want to be when you grow up?If you are newly tenured, let me challenge you at the outsetof this column to revisit your perspective on your career.Your focus at this point, having made it past a significanthurdle (tenure), should be on the long term—where do yousee yourself in five years? Ten years? Yes, twenty years?What would you like to be doing—running a researchcenter, chairing a department, serving as a college dean,and/or teaching and running a vibrant research group? Nowis the time to identify those professional opportunities thatwill enable you to develop and hone the skills and expertiseand to develop the professional portfolio you will need tosucceed at whichever role(s) you ultimately seek.If your objectives are to provide scientific leadership inyour discipline and to contribute to the vital scholarship inyour field, it is important to consider what you want yourlong-term impact to be. Broad, or narrow and focused?Problem-based or technique-based? Technical fields andanalytical techniques change and mature; it is, consequently,important to anticipate and prepare for change in yourdiscipline and specialty—imminent and long-term. Youshould think about your impending first sabbatical leaveand consider how you will use this unique opportunity todeepen and/or expand your technical expertise and widenyour professional network.If your goals are administrative, it is important toinvestigate professional opportunities that will provideyou opportunities to hone your leadership and managementskills, for example chairing significant department and/orinstitutional committees, serving as graduate coordinator inyour department, organizing symposia and/or professionalconferences, or as chair for your local ACS section. Strongcommunication, leadership (vision, planning, delegation,etc.), and people skills and a strong work ethic are essentialfor this career track. Experience working with budgets isvaluable but many chairs acquire their budgetary skills onthe job. If you seek to become a Dean then strongfundraising (often demonstrated in a successful chairman-ship) and management skills, a good understanding of

Kim Richards, RN

Kim Richards, RN

Raoul Hoffmann and His External Fixator*

A wealth of information exists concerning the biomechanics, indications, and outcomes associated with the use of the Hoffmann external fixator. Likewise, much has been written about the history of external fixation of fractures. However, little is known about the fascinating life of one of the major figures in its development, Raoul Hoffmann. The purpose of this report is to fill that void and bring to the attention of those who use his device, or its variations, the extraordinary career of this very talented surgeon. Born in Berlin to Adolphe and Aline on April 5, 1881, Raoul Hoffmann was one of three brothers (Rene and Roger were the others). He also had one sister, Rose. Having received an offer to serve as the minister of the German-speaking Lutheran Church in Geneva, Adolphe moved his family to Switzerland when Raoul was six months old. Only a year later, Adolphe presided over the church's celebration of the 400th anniversary of Martin Luther's birth1. Raoul's mother, a minister's daughter, was a well-known Swiss-French author whose writing focused especially on issues of interest to women of her era, including home education, gender relationships, child education, women's rights, and religion2. While Hoffmann's early school years were unremarkable, signs of intellectual prowess, and a strong work ethic, were evident2. These traits contributed to Hoffmann's academic success in high school at the College of Geneva, where he graduated first in his class in 18993. Hoffmann continued his education at the University of Geneva, earning a baccalaureate degree in Letters in 1899 and in Physical and Natural Sciences in 19024. Hoffmann then took a short break from academia and served an apprenticeship as a furniture maker in La Place du Bourg-de-Four, a charming, historic square in Geneva's old city …

Close connections: Dr. Severson draws on small-town roots to serve a larger community: AAP District VI

Michael V. Severson, M.D., FAAP, has spent his entire life in small-town America, which has instilled a strong work ethic in this community-minded pediatrician. Recently elected District VI chair, Dr. Severson was born in the Minnesota farm town of Shakopee. He worked as a milkman and baker before

Oregon Voices: George Atkinson, Harvey Scott, and the Portland High School Controversy of 1880

OREGON VOICES George Atkinson, Harvey Scott, and the Portland High School Controversy of 1880 by Donald J. Sevetson WHEN PORTLANDHIGH SCHOOL, Oregon's firsthigh school, opened on April 26,1869, ithad forty-fivestudents and was lauded byHarvey Scott in an Oregonian editorial. "We congratulate the citizens of Portland," he wrote, "as well as the projectors of the plan on this new and essential element in the intellectual wants of the city, wherein is secured, freeof charge, and entirely atpublic expense, as fulland thorough an academic course as can be had in the city,and perhaps in the state."1 Ten years later,thepublic school system of Oregon was growing rapidly and Scott had changed his mind. He concluded that the Portland school systemwas out of control, reaching far beyond its legislative mandate. In particular, he disagreed with the need for a free public high school, believing that asking the public to provide anything more than eightyears offree "common school" was bad policy. Scott, proud of both his intellec tual attainments and self-financed course of study, used his editorial pulpit tomake a broad critique of the schools. His slashing style evoked debate and controversy across the city. Rev. George Atkinson shaped the community's response to Scott's critique. After arriving in Oregon in 1848,Atkinson had continuously worked for education, seeing it as a vehicle of both moral formation and economic improvement. He believed high schools were essential forprepar ing and providing a corps of qualified teachers. George Henry Atkinson, nineteen years Scott's senior, was born in 1819 in the seaport of Newburyport, Massachusetts. A child of a family of successful, influential merchants, Atkinson was raised in the adjacent settlementofNewbury, Massachusetts, until 1830,when the familymoved to 458 OHQ vol. 108, no. 3 ? 2007 Oregon Historical Society I-'-?-:-5-!-"'-1 O 33 . ' ; c/i inj2^^B^^IH9HKH^^^^^^^n9BBSS9nk^^ \^? rJk^^rflffWBW^flBf^HKML^M^B^^^BHFB8i^ ^L ?jJiilB TheNorth School,which opened in 1868,housed PortlandHigh School classes in two roomswhen thehigh school opened in April 1869.In 1891,thebuildingwas renamed theGeorgeH. Atkinson School. Newbury, Vermont. Four years later, fifteen-year-old Atkinson was in the initial class at Newbury Seminary, the town's first school. He attended two other Vermont academies before entering Dartmouth College in 1839. After graduating from Dartmouth, Atkinson attended Andover Seminary in Massachusetts and was ordained to theCongregational ministry in 1847. That same year,hewas commissioned amissionary to theOregon Territory by the (Congregational) American Home Missionary Society (AHMS). With his wife Nancy Bates of Springfield, Vermont, he embarked from Boston on October 25,1847, on theSamoset, reachingHonolulu in 125 days. After a threemonth stay in the Sandwich Islands (now Hawaii), the couple secured passage on theCowlitz and arrived at FortVancouver on June 19, 1848, reaching Oregon City two days later. Atkinson served theCongre gational church inOregon City until 1863,when he moved to Portland to serve asminister of the FirstCongre gational Church. He held thatposition Sevetson,Portland High School Controversy of 1880 459 Harvey Whitfield Scott (1838-1910) OHS neg.,OrHi 87945 fornine years and, in 1873,theAHMS appointed him General Missionary for Oregon andWashington Territory.2 Harvey Scott was born inTazewell County, Illinois, in 1838,and initially received elementary education in a log schoolhouse there.After traveling theOregon Trail in 1852,his formal schooling was delayed forseveralyears. Scott assisted his father in clearing three farm sites and also worked as a logger,mill hand, carpenter, and rail splitterbefore entering theU.S. Army at age seventeen.3 He entered Pacific University in Forest Grove at age twenty-one, and was itsfirstgraduate, receiving the Bachelor ofArts degree in 1863.To pay for his schooling and living expenses while at Pacific Uni versity, Scott tutored and worked as amanual laborer. In 1865,he became editor of theDaily Oregonian. He left the newspaper in 1872 and returned to it in 1877, as both editor and part owner. Scott and Atkinson were similar in their strongwork ethic, boundless curiosity, and breadth of knowledge. Both left immense written legacies ? Scott through his editorial voice, Atkinson in voluminous correspon dence, secretarial records, newspaper contributions, and institutional his tories ? and both often used vision ary, even grandiose language. Scott utilized his...

ARE AMERICA'S CIVIL RIGHTS LAWS STILL RELEVANT?

AbstractThe federal government created America's historic 1964 Civil Rights Act during a period of low immigration. The primary goal was to create equal opportunities for African Americans by ending Jim Crow discrimination in the South. Focusing on the issue of employment discrimination, and specifically employer preferences for immigrants, this article shows how the current period of high immigration from Latin America and Asia has created new challenges and dilemmas for Title VII, the employment discrimination title of the Civil Rights Act. Specifically, sociological evidence indicates that U.S. businesses are engaging in race-conscious employment focused on the perceived value ofracial skills(special abilities of certain racial groups at particular jobs) andracial symbolism(organizational benefits from displaying certain races on the work force). Businesses hire Asians and Latinos, and especially immigrant Asians and Latinos, because of the perceived racial skills of these groups at low-status jobs that require strong work ethics and obedient attitudes. Corporate employers seeking skilled workers do not necessarily prefer immigrants. Instead, they seek minorities for the symbolic value of their diversity, for their general racial skills at bringing new ideas to the workplace, and for their racial marketing skills for growing non-White markets. I assess these developments from a legal perspective, showing that a combination of a lack of litigation and some key court decisions have prevented Title VII from regulating racial skills and racial symbolism and/or from offering protection for immigrants themselves.

Emirates, American and Embraer: why are these three air industry companies beating the odds?

PurposeReviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsThere are certain factors that have facilitated these companies success. The most evident candidate is the background culture that surrounds these companies – the strong work ethic, management maturity and strong unions have helped American Airlines see their way out of a potentially large crisis; the cheap labor and enterprising culture in Brazil helped Embraer reach the top of its field; and strong governmental support in alliance with geographical benefits assisted Emirates in its surge into the top echelon of global airline operatorsPractical implicationsProvides strategic insights and practical thinking that have influenced some of the world's leading organizations.Original/valueThe briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Sandy Littlejohn

Sandy Littlejohn

An Emerging Professional Identity: Influences on the Achievement of High-Ability First-Generation College Females

Using a qualitative interview design, this study examined factors contributing to the academic achievement of gifted first-generation college females. Findings indicated an emerging professional identity as the primary influence on achievement. The participants' high ability served as a passport to accessing coursework, extracurricular experiences, and high-achieving friends who helped shape this emerging professional identity. Personal characteristics developed from their working-class backgrounds, including independence and a strong work ethic, were also found to be influential. Finally, the participants expressed a desire to explore their identities, even when this meant forming values different from those of their families and hometown communities. Implications of these findings are discussed, including suggestions for future research and recommendations for parents, counselors, and educators of gifted first-generation college females.

Work Ethic, Locus of Control and Salesforce Task Performance

This study explores the relationship between work ethic, locus of control and salesforce task performance. Using data from Uganda retail firms, this study finds that work ethic was a significant positive predictor of salesforce task performance. Further, there was a significant relationship between the different behavioural families of work-related activity work withdrawal behaviours, organizational retaliation behaviours and salesforce task performance. Results from regression analysis indicate that organizational retaliation behaviours and work withdrawal behaviours are important factors for explaining declining performance of salespeople in Uganda retail firms. Managers aiming to improve salesforce task performance should recruit individuals with a strong work ethic. Additionally, retail managers need to reduce work withdrawal and organizational retaliation behaviours so as to increase salesforce task performance.

Exploring nurse education in South India: Implications for success during post-registration neonatal education

Nurses undergoing education in South India have a significantly different training experience, reflecting their cultural norms and flexibility to local requirements. Influencing factors on their educational experience are identified as age, minimal educational resources, restricted social freedom, and cultural/social norms. Educational programme assessment strategies promote the development of knowledgeable practical nurses who function within clearly defined professional boundaries. The student success is underpinned by a strong work ethic. Consequently, when faced with the academic rigour of the English university system these same students are seen to be academically disadvantaged since they have not been encouraged to rationalise nursing/medical interventions, to critically analyse information or have experience of writing formal papers. Recommendations for overseas student support include a closer working relationship between NHS and HEI's on student acceptance to the UK post, early academic support prior to embarking on specialist courses, involvement from experienced international tutors as preceptors, and recognition from the professional and academic community that dual level post-registration qualification in speciality areas is beneficial to the health service for patients.