Of value to business people, environmentalists, and educators alike, Mid-Course Correction is a business book about the environment that's written from a personal perspective. With passion and pride, Ray Anderson, Founder, Chairman, and CEO of one of the world's largest interior furnishings companies, recounts his awakening to the importance of environmental issues and outlines the steps his petroleum-dependent company, Atlanta-based Interface, Inc., is taking in its quest to become a sustainable enterprise - one that will never have to take another drop of oil from the earth.
The original Mid-Course Correction, published 20 years ago, became a classic in the sustainability field. It put forth a new vision for what its author, Ray C. Anderson, called the “prototypical company of the 21st century”—a restorative company that does no harm to society or the environment. In Mid-Course Correction, Anderson recounts his eureka moment as founder and leader of Interface, Inc., one of the world’s largest carpet and flooring companies, and one that was doing business in all the usual ways. Bit by bit, he began learning how much environmental destruction companies like his had caused, prompting him to make a radical change. Mid-Course Correction not only outlined what eco-centered leadership looks like, it also mapped out a specific set of goals for Anderson’s company to eliminate its environmental footprint. Those goals remain visionary even today, and this second edition delves into how Interface worked toward making them a reality, birthing one of the most innovative and successful corporate sustainability efforts in the world. The new edition also explores why we need to create not only prototypical companies, but also the prototypical economy of the twenty-first century. As our global economy shifts toward sustainability, challenges like building the circular economy and reversing global warming present tremendous opportunities for business and industry. Mid-Course Correction Revisted contains a new foreword by Paul Hawken, several new chapters by Ray C. Anderson Foundation executive director John A. Lanier, and interviews with Janine Benyus, Joel Makower, Andrew Winston, Ellen MacArthur and other leaders in green enterprise, the circular economy, and biomimicry. A wide range of business readers—from sustainability professionals to green entrepreneurs to CEOs—will find both wise advice and concrete examples in this new look at a master in corporate and environmental leadership, and the legacy he left.
Mid-Course Correction is written for those who sense a need for putting order back in their lives again. It offers hope not only for those who have experienced defeat and disappointment in their lives, but also for those who have been "successful" yet yearn for something more. MacDonald focuses on making choices that lead to personal transformation, significant communal relationships, practical service in the kingdom of God, and a revitalized life of faith and worship. He demonstrates that new significance and meaning are available no matter what your situation has been.
For those who sense a need for putting order back in their lives, MacDonald offers hope not only for those who have experienced defeat and disappointment in their lives, but also for those who have been successful, yet yearn for something more.
Remediation in medical education is the act of facilitating a correction for trainees who started out on the journey toward becoming excellent physicians but have moved off course. This book offers an evidence-based and practical approach to the identification and remediation of medical trainees who are unable to perform to standards. As assessment of clinical competence and professionalism has become more sophisticated and ubiquitous, medical educators increasingly face the challenge of implementing effective and respectful means to work with trainees who do not yet meet expectations of the profession and society. Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development.
This book is about using the Small Group Instructional Diagnosis (SGID) method to make improvements to the educational experience midcourse. The idea is to use this structured interview process to involve students in helping faculty improve a course while they are in it, potentially making a difference for themselves as well as for future students. Faculty gain the opportunity to work on a course before it ends, and can see what changes work without waiting for the next time the course is offered, or the end of semester student evaluations.SGID is a consultation method developed to collect midsemester feedback from students using structured small and large group conversations, involving four conversations between students, a learned colleague the authors refer to as the SGID consultant, and the instructor. First, student talk with each other in small groups about the learning happening in a course, under the guidance of a consultant (SGID Conversation #1- Student & Students). Then the SGID consultant engages the students in a conversation about how the feedback provided impacts the learning in the course (SGID Conversation #2 - Students & Consultant). Then there is a conversation between the consultant and the instructor, where they discuss how the feedback provided by the students can best inform the pedagogical approaches and strategies used by the instructor (SGID Conversation #3 - Consultant & Instructor). Finally, the instructor closes the feedback loop with a conversation with their students about what they learned and how best to move forward (SGID Conversation #4 - Instructor & Students).These conversations during the middle of the semester change the way students think about the teaching and learning endeavor, the way instructors perceive the learning challenges of their courses, and the quality of the institutional academic culture. Most importantly, the SGID equips the instructor with the knowledge to make midsemester course corrections that can profoundly impact the ways students navigate the course, communicate with the instructor, and realize the ways effective teaching can enhance learning.
“Brilliant, wise, profound and persuasive. Common Sense for the 21st Century will come to be recognized as a classic of political theory.”—George Monbiot, via Twitter An urgent, essential, and practical call to action from a cofounder of Extinction Rebellion What can we all do to avert catastrophe and avoid extinction? Roger Hallam has answers. In Common Sense for the 21st Century, Roger Hallam, cofounder of Extinction Rebellion, outlines how movements around the world need to come together now to start doing what works: engaging in mass civil disobedience to make real change happen. The book gives people the tools to understand not only why mass disruption, mass arrests, and mass sacrifice are necessary but also details how to carry out acts of civil disobedience effectively, respectfully and nonviolently. It bypasses contemporary political theory, and instead is inspired by Thomas Paine, the pragmatic 18th-century revolutionary whose pamphlet Common Sense sparked the American Revolution. Common Sense for the 21st Century urges us to confront the truth about climate change and argues forcefully that only a revolution of society and the state, similar to the turn that Paine urged the Americans to take into the political unknown, can save us now.
Blending research with teacher-developed strategies, this book helps teachers better understand students' cultural differences and turn educational challenges into educational opportunities.
