Academic literature on the topic 'Reich Youth Leadership'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reich Youth Leadership.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Reich Youth Leadership"
1
Koljazin, V. F. "Free Artist in the Strong Arms of Power (1928–2020)." Philosophical Letters. Russian and European Dialogue 3, no. 4 (December 2020): 175–202. http://dx.doi.org/10.17323/2658-5413-2020-3-4-175-202.
Full textAbstract:
In the summer of 1928, the famous Soviet Director, Creator of biomechanics and Director of the theater named after him, GOSTIM Vsevolod Emilevich Meyerhold (1874–1940) went to Paris to organize a foreign tour and suddenly received an order from the leadership of the cultural authorities to immediately return back. Tours are prohibited, and his theater faces liquidation. The Director is going through a severe moral crisis, a nervous breakdown forces him to go to the South of France for treatment. The subject of this article is the study of Parallels between the cultural policy of the Soviet party bureaucracy of the 1920s and the Russian authorities of the 2020s, which were particularly acute during the trial of the 7th Studio under the leadership of Kirill Serebrennikov. As before, so now the authorities exercise censorship and ideological supervision by means of administrative and financial regulation, regardless of the artist’s reputation and ethical issues. The article examines the obvious and secret reasons for the persecution of a prominent proletarian Director, the stages of his despair, emotions and resistance, as well as the picture of events on the other side of the fight in Moscow — in the corridors of the Narkompros. This is a period when the obvious opposition to Stalin to Meyerhold has not yet found clear outlines but has already affected indirectly, bringing the tragic denouement of the end of the 1930s — the closure of the theater and the execution of the Director. Most of the article is a montage of documentary archival materials published for the first time-transcripts of meetings and correspondence between Meyerhold and his wife Zinaida Reich with cultural authorities and friends in the theater (the so-called “frantic letters”). The drama of the artist and the triumph of a soulless bureaucracy speak for themselves in the documents of the era. The lesson of history, unfortunately, has not been learned, as the trial of the head of the Gogol Center Kirill Serebrennikov showed, fortunately, not deprived of the opportunity to work, but accused of embezzling a huge amount of money, allegedly irrationally used for productions in the youth 7th Studio.
2
Martin, Sarah Levin, Maurice Martin, and Molly White. "NikeGO: a Corporate-Sponsored Program to Increase Physical Activity and Foster Youth Development." Journal of Youth Development 2, no. 1 (June 1, 2007): 86–92. http://dx.doi.org/10.5195/jyd.2007.363.
Full textAbstract:
NikeGO was initiated in 2002 by the Nike US Community Affairs Division to address a growing need: to provide youth a safe environment in which to be physically active. Nike collaborated with several organizations across the country and offered an array of programs to foster developmentally appropriate physical activity among youth through their influencers (e.g., teachers, coaches). These programs reached youth in underserved areas ranging from urban inner cities to rural Native lands through various channels and settings including schools, Boys and Girls Clubs, YMCA’s, youth sports organizations, and others. Objective and subjective measures were used to determine the reach of the program, the dose of physical activity, the “fun” level of the activities, changes in youths’ self-esteem and self-concept, and the likelihood of continued participation. Many older youth gained leadership skills in the process. Overall, the programs have been successful in reaching “hard to reach” youth and engaging them in the positive, developmentally sensitive, health behaviors.
3
Pfeiffer, Steven I., and Solange Muglia Wechsler. "Youth leadership: a proposal for identifying and developing creativity and giftedness." Estudos de Psicologia (Campinas) 30, no. 2 (June 2013): 219–29. http://dx.doi.org/10.1590/s0103-166x2013000200008.
Full textAbstract:
There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.
4
Madrigal, Daniel, Mariana Claustro, Michelle Wong, Esther Bejarano, Luis Olmedo, and Paul English. "Developing Youth Environmental Health Literacy and Civic Leadership through Community Air Monitoring in Imperial County, California." International Journal of Environmental Research and Public Health 17, no. 5 (February 27, 2020): 1537. http://dx.doi.org/10.3390/ijerph17051537.
Full textAbstract:
With a rapidly changing climate, new leaders must be trained to understand and act on emerging environmental threats. In California’s Imperial Valley, a collaborative of community members, researchers, and scientists developed a community air monitoring network to provide local residents with better air quality information. To expand the reach of the project and to prepare the next generation of youth leaders we developed an internship program to increase environmental health literacy and civic leadership. In the 10-week program, high school students learned about air quality science, respiratory health, community air monitoring, and policies intended to improve air quality. The students learned to present this information to their peers, neighbors, family, and community leaders. The program used participatory approaches familiar to community-engaged research to center the students’ experience. Surveys and interviews with the students were used to assess the program and found that the students became more familiar with air quality policies, increased their ability to use air monitoring resources, and increased their own confidence in their ability to effect change. With the growing threats related to environmental hazards, it is vital to prepare youth leaders to understand, communicate, and act.
5
Anadol, Yaprak, and Mohamed Behery. "Humanistic leadership in the UAE context." Cross Cultural & Strategic Management 27, no. 4 (October 1, 2020): 645–64. http://dx.doi.org/10.1108/ccsm-01-2020-0023.
Full textAbstract:
PurposeThe main intention of this paper is to understand humanistic leadership through an eminent leader representing the United Arab Emirates (UAE) culture. The authors identified a prominent humanistic leader of a well-known private university in Dubai as an example, analyzing his leadership approach from a humanistic lens and demonstrating humanistic leadership characteristics linked to the cultural roots.Design/methodology/approachThis paper is designed as a single case to examine how humanistic leadership behaviors and practices are applied in an organization and how they are connected to the UAE culture. The leader and his seven followers are interviewed by using semi-structured forms, and inductive conventional content analysis was utilized to identify common themes and concepts related to humanistic leadership traits in the UAE.FindingsThe paper highlights ten themes named humility, respect, care, fairness, transparency, well-being orientation, generosity, family focus and will with humanistic determination. These themes coincide with the various well-accepted humanistic literature theories and are also aligned with salient Islamic values and the existing humanistic leadership theories. A humanistic leadership description is provided to show the implications to the UAE context.Research limitations/implicationsThis study only focuses on a single higher education institution, and further studies need to be conducted to reach a generalization.Practical implicationsThe paper offers an alternative humanistic leadership for government departments, semi private and private companies to create an organizational culture where those values are flourished and creating an awareness in youth leadership programs to include humanistic leadership principles that will eventually increase social welfare.Originality/valueThis study provides an insight into humanistic leadership phenomenon by giving a contextual example from the UAE. As there has been no attempt to link humanistic leadership to the UAE culture, the findings of this paper will contribute to cross-cultural leadership research.
6
Zenone, Marco Antonio, Michelle Cianfrone, Rebecca Sharma, Sanaa Majid, Jasmine Rakhra, Kathryn Cruz, Stefanie Costales, et al. "Supporting youth 12–24 during the COVID-19 pandemic: how Foundry is mobilizing to provide information, resources and hope across the province of British Columbia." Global Health Promotion 28, no. 1 (February 18, 2021): 51–59. http://dx.doi.org/10.1177/1757975920984196.
Full textAbstract:
Foundry is a province-wide network of integrated health and social service centres for young people aged 12–24 in British Columbia (BC), Canada. Online resources and virtual care broaden Foundry’s reach. Its online platform – foundrybc.ca – offers information and resources on topics such as mental health, sexual wellness, life skills, and other content suggested by youth and young adults. The COVID-19 pandemic has presented significant and unique challenges to the youth and their families/caregivers served by Foundry. Disruptions to school, access to essential healthcare services such as counselling, familial financial security and related consequences has left young people with heightened anxiety. The Foundry team mobilized to respond to these extenuating circumstances and support BC youth and their families/caregivers during this hard time through three goals: (1) to amplify (and translate for young people and their families/caregivers) key messages released by government to support public health responses to the COVID-19 pandemic; (2) to develop content that supports the needs of young people and their families/caregivers that existed before COVID-19 and are likely to be exacerbated as a result of this pandemic; and (3) to develop and host opportunities through social media and website articles to engage young people and their families/caregivers by creating a sense of community and promoting togetherness and social connection during the COVID-19 pandemic. Each goal and plan integrated the leadership, feedback and needs of youth and their families through engagement with Foundry’s provincial youth and family advisory committees. Our study evaluated Foundry’s media response to the COVID-19 pandemic by recording/measuring (1) the website/social content created, including emerged thematic topic areas; (2) the process of topic identification through engagement with youth and young adults; (3) the social and website analytics of the created content; and (4) the constant, critical team-reflection of our response to the pandemic. Following measurement and reflection, our team offers recommendations to health promotion organizations for future preparedness.
7
Anselma, Manou, Mai Chinapaw, and Teatske Altenburg. "“Not Only Adults Can Make Good Decisions, We as Children Can Do That as Well” Evaluating the Process of the Youth-Led Participatory Action Research ‘Kids in Action’." International Journal of Environmental Research and Public Health 17, no. 2 (January 18, 2020): 625. http://dx.doi.org/10.3390/ijerph17020625.
Full textAbstract:
In Youth-led Participatory Action Research (YPAR), youth collaborate with academic researchers to study a problem, develop actions that align with their needs and interests, and become empowered. ‘Kids in Action’ aimed to develop actions targeting healthy physical activity and dietary behavior among, and together with, 9–12-year-old children as co-researchers. This paper presents the process evaluation of ‘Kids in Action’ based on eight focus groups with children (N = 40) and eight interviews with community partners (N = 11). Interview guides were based on empowerment theory and the RE-AIM framework, in order to evaluate the study on: empowerment, collaborations, reach, effectiveness, adoption, implementation, and maintenance. Transcripts were analyzed using evaluation and provisional coding. Both children and community partners perceived an increased awareness of healthy behaviors and an improvement in confidence, critical awareness, leadership and collaboration skills, which contributed to increased feelings of empowerment. Community partners valued child participation and the co-created actions. Actions were also well-perceived by children and they liked being involved in action development. The strong relationship of researchers with both children and relevant community partners proved an important facilitator of co-creation. Future studies are recommended to attempt closer collaboration with schools and parents to gain even more support for co-created actions and increase their effectiveness.
8
Norén-Nilsson, Astrid, and Netra Eng. "Pathways to Leadership within and beyond Cambodian Civil Society: Elite Status and Boundary-Crossing." Politics and Governance 8, no. 3 (September 4, 2020): 109–19. http://dx.doi.org/10.17645/pag.v8i3.3020.
Full textAbstract:
Elitisation in Cambodian civil society and how such processes relate to holding elite status in the state, electoral politics, and economic fields, is poorly understood. This article seeks to identify different pathways to becoming an elite within and beyond Cambodian civil society. We focus on four case studies, representing different forms of organisations within the sectors of agriculture and youth. Three main questions are explored. Firstly, we identify different forms of capital needed to reach elite status in civil society. Secondly, we explore how elite status within civil society is related to elite status within other fields, by identifying three pathways of boundary-crossing (Lewis, 2008a) from civil society into the state, electoral politics, and economic fields. Thirdly, we map the perceived possibilities and limitations of each field. In exploring these questions, this article argues for a reappraisal of Cambodian civil society, shifting attention to the networks and platforms that fall outside of the dominant focus on professional NGOs. By empirically tracing how elites move between fields, it aspires to provide a better understanding of the contours of, and relations between, civil society and other fields (including government, electoral politics, and business), including in terms of what particular forms of power pertain to each.
9
Larson, Reed W., Shawn Lampkins-Uthando, and Jessica Armstrong. "Adolescents’ Development of New Skills for Prospective Cognition: Learning to Anticipate, Plan, and Think Strategically." Journal of Cognitive Education and Psychology 13, no. 2 (2014): 232–44. http://dx.doi.org/10.1891/1945-8959.13.2.232.
Full textAbstract:
Adolescence is an important age period for the development of prospective cognition. Teenagers become able to reason about the future, including anticipating events and formulating plans to reach goals. This article focuses on adolescents’ development of skills for strategic thinking: for anticipating possible scenarios in a plan and formulating flexible plans that take these into account. We have studied teens’ work on projects within youth programs (such as arts, leadership programs) because they provide real-world-like contexts for understanding development of these skills. Two case studies demonstrate the complexity of strategic skills and how they are learned. Effective strategic thinking requires learning to anticipate the particularities of the contexts and people involved in reaching a goal, for example, how to communicate effectively with a specific audience through a specific medium. It also requires learning general “meta” concepts and strategies that apply across situations, such as formulating plans that take uncertainties into account.
10
Varghese, Elsa, Meena Galliara, and Manjari Srivastava. "OSCAR Foundation: empowering lives through football." Emerald Emerging Markets Case Studies 6, no. 3 (October 27, 2016): 1–32. http://dx.doi.org/10.1108/eemcs-05-2016-0077.
Full textAbstract:
Subject area Social entrepreneurship, Social enterprise. Study level/applicability Masters Programme in Social Entrepreneurship, Social Work, Business Administration; Management Development Programme for Social Entreprenuers. Case overview Organisation for Social Change, Awareness and Responsibility (OSCAR) Foundation is a non-profit organisation registered in 2010 under the Bombay Public Trust Act, 1950. Born and raised in the slum colony of Ambedkar Nagar, Cuffe Parade, Ashok, the founder, grew up seeing his friends becoming a victim to many socially inappropriate behaviours due to dropping out of school. Inspired by the thought of breaking this vicious cycle, Ashok used football as a mechanism to instil essential life skills among children and youth and encouraged them to continue their education. The success of his pilot motivated him to set up OSCAR. Presently, through its various programmes, the organisation has reached out to more than 3,000 marginalised children and 500 youths and aims to reach out to 20,000 children by 2020. The case highlights the struggles of Ashok’s entrepreneurial journey and maps the new challenges in scaling up his enterprise. Expected learning outcomes The expected learning outcomes are as follows: to identify the characteristics of a social entrepreneur and ascertain the leadership skills required by a social entrepreneur; to scrutinise the life cycle of a social enterprise and develop insights to examine the unique risks and challenges faced at the start-up phase of the social enterprise; and to enhance the understanding of interrelationship between passion, mission focus and challenges to attain financial sustainability for a social venture. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.
Dissertations / Theses on the topic "Reich Youth Leadership"
1
Korte, Barbara. "Texte für das Theaterspiel von Kindern und Jugendlichen im ‚Dritten Reich‘." Doctoral thesis, 2017. http://hdl.handle.net/11858/00-1735-0000-0023-3E37-6.
Full textBook chapters on the topic "Reich Youth Leadership"
1
Mezger, Caroline. "Mobilizing on Germany’s Frontier." In Forging Germans, 163–204. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850168.003.0005.
Full textAbstract:
Chapter 4 investigates the World War II mobilization of the Western Banat’s ethnic German children and youth into National Socialist organizations. It explores the evolution of the region’s (now mandatory) Deutsche Jugend, showing how—through the coordinated efforts of the German minority school system, the local youth leadership, and the military—almost all children and youth deemed to be “German” officially joined the organization. Not all individuals forced into the Deutsche Jugend, however, saw its activities as an onerous burden. Rather, even decades later, some of its former members appreciated their engagement with the Deutsche Jugend as a key “nationalizing” experience and as an avenue of great personal accomplishment. Within the organization, being “German” once again officially entailed defending the Third Reich, a calculation which would bring thousands of youth voluntarily and coercively into the arms of the Wehrmacht and the Waffen-SS.
2
Mezger, Caroline. "Forging Germans under Germany." In Forging Germans, 123–62. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850168.003.0004.
Full textAbstract:
Chapter 3 is dedicated to the German occupation of the Western Banat during World War II. Employing archival and press sources from Germany and Serbia, as well as original oral history interviews, it explores the interplay between Reich-German and local Donauschwaben authorities in shaping institutions that would profoundly affect ethnic German children and young people’s wartime experience and conceptualizations of “Germanness”: the National Socialist Volksgruppenführung (minority leadership), the German-language school, and the Church. As the chapter shows, experiences of violence, the Nazi takeover of virtually all local ethnic German organizations, and the disappearance of any official religious alternatives caused an at least public equation of “German” with “National Socialist”—a definition which would be promoted, ignored, and resisted by individual youth.
3
Salinitri, Geri, Dana L. Pizzo, and Kathleen Furlong. "Conceptualizing LEAD." In Advances in Educational Marketing, Administration, and Leadership, 1–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch001.
Full textAbstract:
At a critical point in education, teachers are the agents that can positively affect the outcomes of all learners. Preparing teachers to understand youth and the challenges they face through globalization, economic uncertainties, and social inequities must begin in Teacher Education programs. L.E.A.D. (Leadership Experience for Academic Directions) is a service-learning program designed from a need to reach marginalized and vulnerable youth, to aid in closing the achievement gap, and advocating for social justice and inclusion. This chapter highlights the conceptualization of L.E.A.D. based on research, theory, and practice.
4
Sepulveda, Aviril, Dean M. Coffey, Jed David, Horacio Lopez, Kamil Bantol, and Joyce R. Javier. "Creating a Culture of Mental Health in Filipino Immigrant Communities through Community Partnerships." In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98458.
Full textAbstract:
One out of five children in the United States has a mental, emotional, or behavioral health diagnosis. Behavioral health issues cost America $247 billion per year and those with mental health disorders have poorer health and shorter lives. Evidence-based parenting interventions provided in childhood have proven to be effective in helping parents to prevent disruptive, oppositional and defiant behaviors, anxiety and depressive symptoms, tobacco, alcohol, and drug misuse, aggression, delinquency, and violence. Yet, few parents participate in such programs, especially hard-to-reach, underserved minority and immigrant populations. The Robert Wood Johnson Foundation has identified a culture of health action framework that mobilizes individuals, communities, and organizations in order to examine ways to improve systems of prevention, invest in building the evidence base for such systems, and provide evidence-based information to decision makers. The overarching goal of this effort was to create a culture of mental health among Filipinos, a large, yet understudied immigrant community that is affected by alarming mental health disparities, including high rates of adolescent suicide ideation and attempts. Our impact project focused on increasing the reach of the Incredible Years® because maximizing the participation of high-risk, hard-to-engage populations may be one of the most important ways to increase the population-level impact of evidence-based parenting programs. If the approach succeeded with Filipinos, comparable strategies could be used to effectively reach other underserved populations in the U.S., many of whom are reluctant to seek behavioral health services. In this chapter we discuss 1) the state of the literature on the topic of Filipino adolescent mental health disparities; 2) our wicked problem and the impact project aimed at ameliorating this issue; 3) how our team formed and implemented our impact project; 4) outcomes and results of our efforts; 5) challenges we faced and how they were overcome; 6) the leadership and health equity skills that were most helpful in addressing our problem; and 7) a toolkit that could assist other communities addressing youth mental health and prevention of suicide and depression.