2- ILS: Sensory vs. Intuitive What type of information does the student prefer to perceive?  Sensory (external) • • • Tend to like learning facts Learn through sights, sounds, physical sensations Patient with details and good at memorizing facts and doing hands-on Intuitive (internal) • • • Prefer discovering possibilities & relationships Like innovation and dislike repetition Comfortable with abstractions and mathematical formulations
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Entrepreneurship: is it good enough to be social? John F. McVea and Michael J. Naughton Introduction • The term Social Entrepreneurship has experienced a huge growth in influence over that last decade. The literature proposes a number of advantages to social entrepreneurship as a frame of reference: • Promoting innovation within non-profits • Leveraging and focusing scarce philanthropic resources • Faster response to strategic challenges • Infusion of business skills to non-business world • Involvement of non government assets in social problems • Creation of hybrid (blurred) organizations between for profit and non profit worlds. It is widely observed that practice has outpaced theoretical development leading to little agreement on definitions or frameworks for social entrepreneurship. We believe that widespread and unchallenged acceptance of the term Social Entrepreneurship masks some dangers and has contributed to confusion in the field. We believe that if we apply some insights from Catholic Social Teaching to the issue of social entrepreneurship we can move beyond the false dichotomy of Entrepreneurship/ Social Entrepreneurship and identify three specific entrepreneurial strategies which support a more robust discussion of the nature of the work that is entrepreneurship. We believe that the field would benefit from spending less time discussing social entrepreneurship and more time discussion the nature of the good entrepreneur. • • • • • The dangers of naïve acceptance of Social Entrepreneurship • • • The rhetorical risk: • Narrow definition: if S.E. is simply used to rebrand non-profits then much of the value of the new activities, hybrid design, stimulation of new resources and innovation is lost. • Implied dichotomy: if “good” ventures are termed “social” it can imply that other forms of entrepreneurship are “asocial” or “anti social” • Boundarylessness: In contrast, if all business activities are deemed “social”, to some degree or other, then the term loses all meaning focus on the distinctive phenomenon that is S.E. Despite these risks we are more concerned with a risk beyond rhetoric; the risk of undermining the meaning of work, particularly from the perspective of Catholic Social Teaching. While this perspective is drawn from the Catholic tradition, accepting the content of CST does not require acceptance of Catholic faith (Guitan, 2009). The three goods of social entrepreneurship • We are concerned by the side-effects of a concentration thesis that suggests that the moral responsibilities of entrepreneurship can be concentrated in a subset of businesses called social enterprises, presumably leaving other enterprise to simply concentrate on serving themselves. • We are concerned by the impact such a concentration thesis could have on the conception of the meaning of work beyond the world of social enterprise. • We are concerned with how such an approach can focus attention solely on the altruistic contributions of entrepreneurial ventures as the sole measure of their contribution to the Common Good • Instead we propose that, rather than trying to determine the difference between entrepreneurship and social entrepreneurship, it would be more productive to focus on the questions “What is Good Entrepreneurship? What action and activities define that goodness?” • We further propose that, by apply the perspective of Catholic Social Teaching, we can identify three specific strategies through which entrepreneurial ventures may contribute to the Common Good thus suggesting that good entrepreneurship requires a focus on: 1. Good Goods. The primary way an entrepreneurial venture can contribute to the Common Good is by bringing into existence new products and services which are inherently good and which enrich lives and minimize any unintended harms. This can include what we call the “entrepreneurship of the mundane”, that is, the manufacture of the nuts and bolts and basic necessities of life as well as the creation of life saving treatments. However, inclusion of good goods as a primary moral contribution of entrepreneurship must also require of the entrepreneur analysis of what goods are not good, and what aspects of even good goods should be redesigned or rethought in order to minimize unintended consequences. We find, in our discussions, that this is a much under appreciated dimension of the good of entrepreneurship. 2. Good Work. The second way an entrepreneurial venture can contribute to the Common Good is through the nature of the work that is carried out by the venture. This dimension has several aspects both internal and external to the entrepreneur: • The development of good character in the entrepreneur. This aspect of the good is derived from the subjective dimension of work, that is, just as how-we-work ends up changing the world, so working-on-the-world changes us. Most professionals spend the majority of their waking hours at work. As habits, character and wisdom are developed through experience and activity, for the entrepreneur, doing good work is an important opportunity to develop character. Society as a whole is better off for having good, successful entrepreneurial leaders who, through that calling, can become leaders of character. This dimension of the entrepreneurial good is widely unappreciated even by entrepreneurs themselves • Good relations with employees, customers and other stakeholders. Value creation and trade creates opportunities for the building of social relationships. The central question is “Are you in good relation with those with whom you create value?’ Do your employees have opportunity to develop as people? 3. Good Wealth. The third way the good entrepreneur can contribute to the Common Good is through the creation of good wealth. Good wealth requires a balance of reward for labor/ creativity with the provision of a living wage to all. Good wealth is often captured by individual action but has social strings attached. From the CST perspective the creation of good wealth implies a particular solidarity with the poor. One way to contribute to the common good is to donate altruistically to those in need. But even here, altruism is only one of a number of possible strategies. Good entrepreneurs may also contribute by donating their time or their particular skills. Indeed, since the donation of time and work often requires physical interaction with those in need, it often generates a solidarity of far greater integrity. Finally, it must be emphasized that altruism, for the entrepreneur, is always dependent, indeed subsequent to the creation of good wealth in the first place. Literature cited Alvord, Sarah, David L. Brown, and Christine W. Letts, 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study,” The Journal of Applied Behavioral Science. 40:260. Benedict XVI, Caritas et veritate,   Boschee, Jerr. 1998 “What does it take to be a social entrepreneur?” National Centre for Social Entrepreneurs (www.socialentrepreneurs.org/whatdoes/html), 5pp.   Cannon, Carl. 2000. “Charity for profit: how the new social entrepreneurs are creating good by sharing wealth” National Journal, June 16: 1898-1904.   Christie, Michael and Benson Honig. 2006. “Social entrepreneurship: New research findings.” Journal of World Business. 41: 1-5.   Dees, Gregory, J., 1998. “The Meaning of ‘Social Entrepreneurship,’” Original Draft: 10/3.   Drucker, P.F. 1985. Innovation and Entrepreneurship. New York: Harper & Row.   Fowler, Alan. “NGDOs as a moment in history: beyond aid to social entrepreneurship or civic innovation?” Third World Quarterly, 21(4): 637-654.   Gregg, S. and G. Preece: 1999, Christianity and Entrepreneurship (The Centre for Independent Studies Limited, St. Leonards, NSW, Australia).   Hibbert, Sally A., Gillian Hogg and Theresa Quinn. “Consumer response to social entrepreneurship: The case of the Big Issue in Scotland.” International Journal of Nonprofit and Voluntary Sector Marketing. 7(3): 288-301.   Johnson, Sherrill, 2000. “Literature Review on Social Entrepreneurship,” Canadian Center for social Entrepreneurship. (http://www.bus.ualberta.ca/ccse/Publications/).   John Paul II, Pope.: 1992 Laborem Exercens (On Human Work): 1981, in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   John Paul II, Pope.: 1992 Sollicitudo Rei Socialis (On Social Concern): 1987 in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   Kennedy, R., G, Atkinson, and M. Naughton, (eds.): 1994, Dignity of Work: John Paul II Speaks To Managers and Workers (University Press of America, Lanham, Maryland).   Mair, Johanna and Ernesto Noboa, 2003. “Social Entrepreneurship: How Intentions to Create a Social Enterprise get Formed,” IESE Business School.   Mair, Johanna and Ignasi Marti, 2006. “Social entrepreneurship research: A source of explanation, prediction, and delight,” Journal of World Business. 41: 36-44.   Melé, D.:2001, ‘A Challenge for Business Enterprises: Introducing the Primacy of the Subjective Meaning of Work in Work Organization’, (http://www.stthomas.edu/cathstudies/cst/mgmt/le/papers/mele.htm) Conclusions We have argued that, while there is great promise in the contemporary social entrepreneurship movement, there are also a number of important dangers. We propose that, if we confront rather than acquiesce to these dangers, we can use the perspective of Catholic Social Teaching to broaden the scope of entrepreneurial ventures that we study, to enrich the moral dimension of entrepreneurial strategy and to deepen the teaching of entrepreneurship as a whole. We recommend the following to move toward these contributions: • Incorporate social entrepreneurship into entrepreneurship in a way that enhances the three goods of entrepreneurship. Specifically we propose replacing the questions “What is social entrepreneurship?” with the questions “What does it mean to be a Good entrepreneur?” From this perspective we can then apply what we have called the three goods of entrepreneurship as a means of supplying critical challenge and inspiration to all forms of entrepreneurship such that the true moral dimension of this critical force in our lives comes into fruition. • Encourage research within the entrepreneurship discipline that addresses traditional social entrepreneurial issues such as micro lending, fair trade products, etc. • Develop bridge courses such as Theo/Cath 306 which help students understand and experience the meaning of the good entrepreneur as well as connect students to the spiritual and moral principles of a good entrepreneur. • Expose entrepreneurship students to so-called social entrepreneurs as well so-called conventional good entrepreneurs so they can see the spectrum of entrepreneurial activities. © File copyright Colin Purrington. You may use for making your poster, of course, but please do not plagiarize, adapt, or put on your own site. Also, do not upload this file, even if modified, to third-party file-sharing sites such as doctoc.com. If you have insatiable need to post a template onto your own site, search the internet for a different template to steal. File downloaded from http://colinpurrington.com/tips/ academic/posterdesign. Acknowledgments I am indebted to Michael Naughton and Laura Dunham for their reflections and thoughts on this paper.
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Preferred Device for Information-Seeking Activities (Fall 2012 and 2013 pre-surveys) 84% prefer a laptop 84% prefer a laptop 84% prefer an iPad 29% prefer smartphone; 23% prefer the iPad; 39% prefer paper/pen 79% prefer paper/pen 23% prefer the iPad; 61% prefer paper/pen 9% prefer the iPad;88% prefer paper/pen 23% prefer the iPad; 61% prefer paper/pen 84% prefer the laptop 32% prefer iPad; 61% prefer the laptop 84% prefer the laptop 26% prefer smartphone; 26% prefer the iPad; 45% prefer paper/pen
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5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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Level II Placements 1st Rotation 2nd Rotation FW Site 1 1 Student 1- 1st Choice 1 Student 2- 1st Choice FW Site 1 1 Student 1- 1st 0 Student 2- 1st FW Site 2 1 Student 2- 1st Choice Student 3- 2nd Choice Student 4- 3rd Choice 1 Student A- 1st Student B- 2nd choice Student C- 3rd Choice FW Site 3 1 Student 4- 1st Choice Student 5- 1st Choice Student 6- 1st Choice Student 7-2nd Choice Student 8- 2nd Choice Student 9- 3rd Choice 1 Student 2- 1st Student 3- 1st Student 4- 1st Student 5- 1st Student 6- 1st Student 7- 1st FW Site 4 0 Student 10- 1st 0 Student 11- 1st Choice FW Site 5 1 No Student 1 No Student FW Site 6 1 No Student 1 Student 11- 1st Student 12- 1st Lake Charles MC with free housing
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Accumulated average times: Patient Wait Times Clerk 0 minutes 52 54 42* 80 9 106 97 17 50% of patients checks out Checks patient in Rooming MA Takes vitals (10) 126 Patient Average Time: 133 min. Total Average Times: 9 33% of patients checks out Checks patient out (5) Puts patient in room (2) Puts patient * When clinic is busy and in understaffed, the Rooming MA room (2)* may perform this duty 5 min 12 min Delivers patient info to Team Room (1) NP or PA Preps room for next patient (2) Consult patient (16) MD MAS 55 * Ranges from 3 min. to 1.5 hours Intake MA RN Sample Size: 12 patients in 4 clinic days Clinic Flow - Postoperative (PostOp) Sample size: 12 patients NP: 42% (5/12) MD: 33% (4/12) MAS: 17% (2/12) MD, RN, NP: 8% (1/12) Consult patient (16) Consult patient (9) NP, MD, RN debriefs in Team Room (17)* Consult patient (9) Consult patient (16) Consult patient (9) 27.25 min Sample size: 12 patients MD: 17% (2/12) MD, NP: 17% (2/12) MD, MAS: 8% (1/12) PA: 8% (1/12) Consult patient (11) Consult patient (16) Consult patient (11) * Total average times are calculated by finding average times for each process and summing them across each provider/staff. For processes that happen a % of the time, the % x extra time is included. Example: MD Total Average time calculation: .33(16) + .08(16) + 17 + .17(9) + .17(9) + .08(9) = 27.34 min. 5 min 27.34 min Sample size: 12 patients RN: 8% (1/12) MAS: 8% (1/12) 19.16 min 4.32 min
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Question When I hear information from weather services I tend to trust it. Beta .113 Significance p≤.282 Humans must live in harmony with nature. .457 p≤.001*** I tend to be politically liberal. .167 p≤.068 When I get information from news outlets I tend to trust it. .179 p≤.266 People are abusing the environment. .581 p≤.000*** I tend to consider my religious convictions when I make decisions. .221 p≤.223 When I get information from scientists I tend to trust it. .373 p≤.011* Our understanding of climate science is so uncertain we should wait to act. -.298 p≤.026* When I get information from government reports I tend to trust it. -.248 p≤.201 I tend to be conservative on social issues. -.178 p≤.061 When I get information from religious leaders I tend to trust it. -.198 p≤.211 The balance of nature is delicate. .468 p≤.000*** I tend to be conservative on fiscal matters. -.246 p≤.055 When I get information from environmentalists I tend to trust it. .238 p≤.137
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Question Factor Analysis Component 2 3 4 .030 .575 .069 Variable When I hear information from weather services I tend to trust it. 1 .324 Humans must live in harmony with nature. .769 .202 -.253 -.031 NEP I tend to be politically liberal. -.400 -.675 -.205 -.071 Conserv Skeptic When I get information from news outlets I tend to trust it. .192 -.020 .604 .258 Trust People are abusing the environment. .634 -.180 -.358 .201 NEP I tend to consider my religious convictions when I make decisions. -.156 .027 .019 .616 Religion When I get information from scientists I tend to trust it. -.169 .028 .616 .177 Trust Our understanding of climate science is so uncertain we should wait -.324 .510 .137 .351 Conserv Skeptic When I get information from government reports I tend to trust it. .145 .154 .511 -.017 Trust I tend to be conservative on social issues. -.345 .637 .207 .180 Conserv Skeptic When I get information from religious leaders I tend to trust it. .443 .460 .042 .604 Religion The balance of nature is delicate. I tend to be conservative on fiscal matters. .713 .271 .221 .536 -.047 -.085 .117 .358 NEP Conserv Skeptic When I get information from environmentalists I tend to trust it. .558 .030 -.271 .069 NEP Trust to act.
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Accumulated average times: Patient Wait Times Clerk 0 minutes 25 27 28 16* 18 Takes vitals (9) Patient Average Time: 99 min. Total Average Times: 14 Checks patient out (5) 28.5% of patients checks out Puts patient in room (2) Puts patient * When clinic is busy and understaffed, the Rooming MA in room (2)* may perform this duty 5 min 11 min Delivers patient info to Team Room (1) NP or PA MAS 92 67 5 43% of patients checks out Checks patient in Rooming MA RN 62 57 * Ranges from 4 min. to 46 min. Intake MA MD Sample Size: 7 patients in 3 clinic days Clinic Flow - Return Visit (RV) Preps room for next patient (2) Consult patient (5) Consult patient (11) Sample size: 7 patients NP: 14% (1/7) MD: 57% (4/7) Resident: 14% (1/7) RN: 14% (1/7) Consult patient (11) Consult patient (11) NP, MD, RN debriefs in Team Room (5)* Consult patient (5) Consult patient (5) 5 min 7.24 min Sample size: 7 patients MD: 14% (1/7) MD, RN: 14% (1/7) MD, NP: 14% (1/7) RN: 14% (1/7) Consult patient (11) Consult patient (11) 13.37 min Sample size: 7 patients RN: 14% (1/7) MAS: 14% (1/7) * Total average times are calculated by finding average times for each process and summing them across each provider/staff. For processes that happen a % of the time, the % x extra time is included. Example: RN Total Average time calculation: .14(11) + 5 + .14(5) + .14(5) + .14(11) = 9.48 min. 9.48 min 1.54 min
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One more rhotic fact: Rhotic sounds can be wicked hard to learn. Rhotic sounds are auditorily (i.e., perceptually) very distinctive; there’s a specific acoustic feature that is seen always and only for rhotic sounds, so [ɚ] is rarely confused with other sounds. But, the articulatory trick that produces this rhotic quality is hard to find. This explains why kids say “wabbit,” for “rabbit”, “wed” for “red”, and [lɜn] for [lɚn] (“learn”). 1. Rhotic sounds ([r, ɚ]) are typically among the last sounds acquired by kids learning English (and other languages with rhotic sounds) – typically around age 7 or so (with a lot of variability). SLPs can spend a lot of time with [r, ɚ]. 2. Rhotic sounds are on a very short list of sounds that can remain problematic into adulthood.
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