A Culture S Catalyst

In 1956, pioneering psychedelic researchers Abram Hoffer and Humphry Osmond were invited to join members of the Red Pheasant First Nation near North Battleford, Saskatchewan, to participate in a peyote ceremony hosted by the Native American Church of Canada. Inspired by their experience, they wrote a series of essays explaining and defending the consumption of peyote and the practice of peyotism. They enlisted the help of Hoffer’s sister, journalist Fannie Kahan, and worked closely with her to document the religious ceremony and write a history of peyote, culminating in a defense of its use as a healing and spiritual agent. Although the text shows its mid-century origins, with dated language and at times uncritical analysis, it advocates for Indigenous legal, political and religious rights and offers important insights into how psychedelic researchers, who were themselves embattled in debates over the value of spirituality in medicine, interpreted the peyote ceremony. Ultimately, they championed peyotism as a spiritual practice that they believed held distinct cultural benefits. “A Culture’s Catalyst” revives a historical debate. Revisiting it now encourages us to reconsider how peyote has been understood and how its appearance in the 1950s tested Native-newcomer relations and the Canadian government’s attitudes toward Indigenous religious and cultural practices.

C. S. Lewis compared the task of ethical inquiry to sailing a fleet of ships; the primary task is avoiding collisions. When introducing cultural change, such collisions are inevitable. Bruce Bradshaw provides expert instruction for navigating these cultural clashes. Bradshaw contends that lasting change comes only through altering the stories by which people live. The Bible is the metanarrative whose altering theme of redemption forms a transcultural ethical basis. Aspects of God's redemption story can change how local cultures think and behave toward the environment, religions, government, gender identities, economics, science, and technology. However, effective change takes place only in a context of reconciliation, Christian community, and mutual learning. A must read for anyone engaged in or preparing for cross-cultural ministry, relief, or development work. The book is also relevant to students of ethics, philosophy, and theology. Numerous real-life examples illustrate the inevitable tensions that occur when cultures and narratives collide.

In today's increasingly globalized world, it is essential that people of diverse ethnicities and socio-economic backgrounds learn to work together and communicate effectively. This book offers a breakthrough approach to recognizing that differences among people are resources for organizations to tap as they strive to anticipate change and adapt rapidly in an unpredictable world. "Catalytic Conversations" provides a conceptual framework for understanding how complex communication patterns of social networks influence, and are influenced by, organizational structures. It discusses how to enhance the quality and viability of groups and organizational life by paying attention to how people talk - and do not talk - to each other. The book distinguishes between conversations that support organizational enhancement and others that inhibit innovation, and explores the complexity of organizational communication in detail.

Biological nitrogen fixation provides more than 50% of the total annual input of the essential element nitrogen to world agriculture. Thus, it is of immense agronomic importance and critical to food supplies, particularly in developing countries. This book, with chapters authored by internationally renowned experts, provides a comprehensive and detailed account of the fascinating history of the process - including the surprising discoveries of molybdenum-independent nitrogenases and superoxide-dependent nitrogenase; a review of Man's attempts to emulate the biological process - most successfully with the commercially dominant Haber-Bosch process; and the current state of the understanding art with respect to the enzymes - called nitrogenases - responsible for biological nitrogen fixation. The initial chapters use a historical approach to the biological and industrial processes, followed by an overview of assay methodologies. The next set of chapters focuses on the classical enzyme, the molybdenum nitrogenase, and details its biosynthesis, structure, composition, and mechanism of action as well as detailing both how variants of its two component proteins are constructed by recombinant DNA technology and how computational techniques are being applied. The sophisticated chemical modelling of the metal-containing clusters in the enzyme is reviewed next, followed by a description of the two molybdenum-independent nitrogenases - first, the vanadium-containing enzyme and then the iron-only nitrogenase - together with some thoughts as to why they exist! Then follows an up-to-date treatment of the clearly "non-classical" properties of the superoxide-dependent nitrogenase, which more closely resembles molybdenum-containing hydroxylases and related enzymes, like nitrate reductase, that it does the other nitrogenases. Each chapter contains an extensive list of references. This book is the self-contained first volume of a comprehensive seven-volume series. No other available work provides the up-to-date and in-depth coverage of this series and this volume. This book is intended to serve as an indispensable reference work for all scientists working in this area, including agriculture and the closely related metals-in-biology area; to assist students to enter this challenging area of research; and to provide science administrators easy access to vital relevant information.

The Research Handbook of Global Leadership is an exciting new Handbook that brings together an international, prominent group of scholars to take a fresh look at global leadership, and query why and how global leaders can make a difference in our world both today and in the future.

When the Spanish colonized it in AD 1769, the California Coast was inhabited by speakers of no fewer than 16 distinct languages and an untold number of small, autonomous Native communities. These societies all survived by foraging, and ethnohistoric records show a wide range of adaptations emphasizing a host of different marine and terrestrial foods. Many groups exhibited signs of cultural complexity including sedentism, high population density, permanent social inequality, and sophisticated maritime technologies. The ethnographic era was preceded by an archaeological past that extends back to the terminal Pleistocene. Essays in this volume explore the last three and one half millennia of this long history, focusing on the archaeological signatures of emergent cultural complexity. Organized geographically, they provide an intricate mosaic of archaeological, historic, and ethnographic findings that illuminate cultural changes over time. To explain these Late Holocene cultural developments, the authors address issues ranging from culture history, paleoenvironments, settlement, subsistence, exchange, ritual, power, and division of labor, and employ both ecological and post-modern perspectives. Complex cultural expressions, most highly developed in the Santa Barbara Channel and the North Coast, are viewed alternatively as fairly recent and abrupt responses to environmental flux or the end-product of gradual progressions that began earlier in the Holocene.

In chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement. The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations. This book answers three questions: 1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.