Speaker Biographies
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Understanding Our Social Impact: 25 Years of Social Enterprise At
UNDERSTANDING OUR SOCIAL IMPACT 25 YEARS OF SOCIAL ENTERPRISE AT HBS INSPIRING LEADERSHIP FOR GOOD CHANGE IS OUR BUSINESS IDEAS THAT HAVE SHAPED THE FIELD PAGE 2 NETWORKS THAT CHANGE THE WORLD PAGE 22 OUR FOUNDATION AND THE FUTURE PAGE 38 INDEXING AT 25 PAGE 52 THE IDEAS SEEMED RADICAL. The Social Enterprise Initiative started as an experiment at HBS. The dean told a donor to wait two years before he would accept a $10 million gift. As a reflection of the norms at that time, junior faculty members were advised that their research interests might amount to “career suicide.” HBS stepped into the void. Today, we see how those actions helped shape the practice of managers seeking change for good across the globe. It is the courage and vision of these pioneers that helps us navigate our own path forward in a world in need of leadership. OUR JOURNEY 25 YEARS OF SEI 1991 1993 1995 2000 2003 2006 2011 2014 2015 2018 John C. Whitehead (MBA The Social Enterprise Initiative The Strategic Perspectives Student leaders hold the HBS commences the MBA The Business at the Base of The Forum on Social Impact The Business for Social The new Public Developed out of SEI’s 1947) writes to Dean John H. (SEI) launches under the in Nonprofit Management first annual Social Enterprise elective on Entrepreneurship the Pyramid MBA elective Investing pursues an action Impact Forum convenes Entrepreneurship MBA Impact CoLab research McArthur encouraging HBS to leadership of faculty cochairs (SPNM) executive education Conference (SECON). in Education Reform and launches as does a custom research agenda, hosting 100+ practitioners and elective addresses issues project, the Investing start a nonprofit management James E. -
Radcliffe Alumna's Lifelong Passion Inspires Annuity Experts Reflect on Personal Aspects of Philanthropic and Estate Planning
Harvard University Planned Giving News SPRING 2013 Experts Reflect on Personal Aspects of Philanthropic and Estate Planning CAMERON CASEY JD ’03 ROB SHAPIRO AB ’72, JD ’78 Anne McClintock, executive director of Harvard's University Planned Giving office, recently sat down with estate planning Radcliffe Alumna’s Lifelong Passion Inspires Annuity experts Rob Shapiro AB ’72, JD ’78 and Cameron Casey JD ’03, partners For Constance “Connee” Counts AB ’62, CAS ’81, EdD ’87, at Ropes & Gray LLP in Boston, to discuss the very personal process giving to Harvard is an extension of her life’s work. of charitable and estate planning. A graduate of both Radcliffe and the Harvard Graduate AM: What advice do you have for people School of Education (HGSE), Counts set up a charitable as they start the estate planning process? gift annuity with Harvard in 2012. Part of her gift will help fund the University’s Center on the Developing Child, rs & cc: First and foremost, it is which generates, translates, and applies knowledge in important for individuals to be clear CONSTANCE COUNTS AB ’62, the service of improving life outcomes for children about what they want to accomplish. CAS ’81, EdD ’87 in the United States and throughout the world. Form follows function. What are your “By making a planned gift to Harvard and the center,” Counts explained, passions? What do you want to empower “I can support an institution that means a lot to me and a project that others to do? After refining your goals, truly connects with my value system and the work I continue to do. -
Marking 200 Years of Legal Education: Traditions of Change, Reasoned Debate, and Finding Differences and Commonalities
MARKING 200 YEARS OF LEGAL EDUCATION: TRADITIONS OF CHANGE, REASONED DEBATE, AND FINDING DIFFERENCES AND COMMONALITIES Martha Minow∗ What is the significance of legal education? “Plato tells us that, of all kinds of knowledge, the knowledge of good laws may do most for the learner. A deep study of the science of law, he adds, may do more than all other writing to give soundness to our judgment and stability to the state.”1 So explained Dean Roscoe Pound of Harvard Law School in 1923,2 and his words resonate nearly a century later. But missing are three other possibilities regarding the value of legal education: To assess, critique, and improve laws and legal institutions; To train those who pursue careers based on legal training, which may mean work as lawyers and judges; leaders of businesses, civic institutions, and political bodies; legal academics; or entre- preneurs, writers, and social critics; and To advance the practice in and study of reasoned arguments used to express and resolve disputes, to identify commonalities and dif- ferences, to build institutions of governance within and between communities, and to model alternatives to violence in the inevi- table differences that people, groups, and nations see and feel with one another. The bicentennial of Harvard Law School prompts this brief explo- ration of the past, present, and future of legal education and scholarship, with what I hope readers will not begrudge is a special focus on one particular law school in Cambridge, Massachusetts. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ∗ Carter Professor of General Jurisprudence; until July 1, 2017, Morgan and Helen Chu Dean and Professor, Harvard Law School. -
Report of the Task Force on University Libraries
Report of the Task Force on University Libraries Harvard University November 2009 REPORT OF THE TASK FORCE ON UNIVERSITY LIBRARIES November 2009 TABLE OF CONTENTS I. Strengthening Harvard University’s Libraries: The Need for Reform …………... 3 II. Core Recommendations of the Task Force …………………………………………. 6 III. Guiding Principles and Recommendations from the Working Groups …………... 9 COLLECTIONS WORKING GROUP …………………………………………. 10 TECHNOLOGICAL FUTURES WORKING GROUP …………………………… 17 RESEARCH AND SERVICE WORKING GROUP ……………………………… 22 LIBRARY AS PLACE WORKING GROUP ……………………………………. 25 IV. Conclusions and Next Steps ………………………………………………………….. 31 V. Appendices ……………………………………………………………………………. 33 APPENDIX A: TASK FORCE CHARGE ……………………………………… 33 APPENDIX B: TASK FORCE MEMBERSHIP ………………………………… 34 APPENDIX C: TASK FORCE APPROACH AND ACTIVITIES …………………. 35 APPENDIX D: LIST OF HARVARD’S LIBRARIES …………………………… 37 APPENDIX E: ORGANIZATION OF HARVARD’S LIBRARIES ………………... 40 APPENDIX F: CURRENT LANDSCAPE OF HARVARD’S LIBRARIES ………... 42 APPENDIX G: HARVARD LIBRARY STATISTICS …………………………… 48 APPENDIX H: TASK FORCE INFORMATION REQUEST ……………………... 52 APPENDIX I: MAP OF HARVARD’S LIBRARIES ……………………………. 55 2 STRENGTHENING HARVARD UNIVERSITY’S LIBRARIES: THE NEED FOR REFORM Just as its largest building, Widener Library, stands at the center of the campus, so are Harvard’s libraries central to the teaching and research performed throughout the University. Harvard owes its very name to the library that was left in 1638 by John Harvard to the newly created College. For 370 years, the College and the University that grew around it have had libraries at their heart. While the University sprouted new buildings, departments, and schools, the library grew into a collection of collections, adding new services and locations until its tendrils stretched as far from Cambridge as Washington, DC and Florence, Italy. -
Reorganization at the Harvard Law School Library (A)
Reorganization at the Harvard Law School Library (A) As a new and self-proclaimed “rookie” library leader, John Palfrey reflected on recent reorganization activities at the Harvard Law School Library with equal measures of pride and uncertainty. Had the process really gone as well as many thought? What had been done right? Could a different approach have been taken that would have produced less fear, trepidation, and anxiety among library staff? How might his experience help other library leaders struggling with how to best meet the challenges of organizational change and library transformation? Harvard Law School Established in 1817, Harvard Law School (HLS) is the oldest continuously operating law school in the United States. Several leading national publications consistently ranked HLS among the top three law schools in the country. Historically, HLS had admitted about ten percent of its applicants annually and boasted such notable alumni as United States President Barack Obama and, in 2011, six of the nine sitting Justices of the United States Supreme Court. During the 1980’s and 1990’s, HLS had also been known for its politically contentious faculty. During that period, a divide between conservative and liberal faculty members led to very public squabbles about faculty appointments, tenure cases, and policy decisions. Deadlocked by bitter ideological infighting, the faculty had gone years without a single new hire. Newer faculty levied charges of political incorrectness against older faculty, particularly regarding minority and feminist issues. Unrest then spread to the student body, when, in 1992, nine students occupied the office of then-Dean Robert Clark for a twenty-five hour sit-in protesting a lack of black and female faculty. -
YOUNG LEADERS PROGRAM October 16-19, 2019 Chicago, Illinois TABLE of CONTENTS
YOUNG LEADERS PROGRAM October 16-19, 2019 Chicago, Illinois TABLE OF CONTENTS ABOUT THE FRENCH-AMERICAN FOUNDATION 2 AND THE YOUNG LEADERS PROGRAM OUR SUPPORTERS & SPONSORS 3 PROGRAM AGENDA 6 BIOGRAPHIES OF YOUNG LEADERS 11 BIOGRAPHIES OF SPEAKERS 32 BIOGRAPHIES OF FOUNDATION LEADERSHIP AND STAFF 39 THINGS TO SEE, DO, & EAT IN CHICAGO 46 FRENCH-AMERICAN FOUNDATION 1 SUPPORTERS & SPONSORS THE FRENCH-AMERICAN FOUNDATION—UNITED STATES WOULD LIKE TO THANK THE FOLLOWING SUPPORTERS: ABOUT THE FRENCH-AMERICAN FOUNDATION We are grateful for the leading partnership of the Since their founding in 1976, the French-American Foundation—United States AMERICAN EXPRESS FOUNDATION and the French-American Foundation—France have been committed to enriching in support of the 2019 Young Leaders Program. We would like to thank the a transatlantic relationship that is essential in today’s world. The Foundations Board of Directors for their generosity and support. Special thanks also go to bring together French and American leaders, policymakers and a wide range of the individual and corporate contributors to our 2019 Gala. professionals to exchange views on common problems and to create productive, lasting links between people which have a far-reaching effect in both countries. WE WOULD ALSO LIKE TO THANK THE FOLLOWING IN-KIND To accomplish these objectives, the Foundations arrange a wide variety of CONTRIBUTORS TO THE YOUNG LEADERS PROGRAM: programs, including conferences, lectures, prizes, and its principal Young Leaders Theory and Siddhartha Shukla ‘16 program, -
WRITING COMPETITION ACCOMMODATIONS for INDIVIDUALS with DISABILITIES the Law Review Is Firmly Committed to Providing Accommodati
WRITING COMPETITION ACCOMMODATIONS FOR INDIVIDUALS WITH DISABILITIES The Law Review is firmly committed to providing accommodations for students with disabilities and handles requests on a case-by-case basis. The Law Review is an independent entity and thus has its own accommodations system separate from Harvard Law School's Dean of Students Office. Details on our accommodations process for the Writing Competition can be found below. If you have any questions, please reach out to us directly for further information, at [email protected]. How can I request accommodations for disabilities? Please fill out the Law Review’s Accommodation Request Form. When submitting your request, you will use our Level-4 secure Qualtrics form for all confidential materials. If you have questions or need help submitting, please reach out to Jennifer Heath at [email protected] or 617-495-7889. What accommodations does HLR provide for Competition-takers? HLR endeavors to provide reasonable accommodations designed to reflect the unique needs of individual Competition takers. We work with a nationally renowned testing accommodations expert to make decisions about specific accommodations on a case-by-case basis using the information submitted by each applicant. Some students applying for accommodations may receive different accommodations for the HLR Writing Competition than they might receive with respect to their law school exams due to differences between HLR’s six-day Competition and the time limits of in-class and take-home tests. In the past, accommodations have included extended time to complete the Competition and electronic documents compatible with screen reading software. We have provided accommodations to students with a wide range of disabilities, including physical, psychiatric, sensory, mental, and learning disabilities. -
Leading Change: Leadership, Organization and Social Movements
Leading Change Leadership, Organization, and Social Movements BY Marshall Ganz EXCERPTED FROM Handbook of Leadership Theory and Practice: A Harvard Business School Centennial Colloquium Edited by Nitin Nohria and Rakesh Khurana Buy the book: Amazon Barnes & Noble HBR.org Harvard Business Press Boston, Massachusetts ISBN-13: 978-1-4221-6158-6 6154BC Copyright 2010 Harvard Business School Publishing Corporation All rights reserved Printed in the United States of America This chapter was originally published as chapter 19 of Handbook of Leadership Theory and Practice: A Harvard Business School Centennial Colloquium, copyright 2010 Harvard Business School Publishing Corporation. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to [email protected], or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. You can purchase Harvard Business Press books at booksellers worldwide. You can order Harvard Business Press books and book chapters online at www.harvardbusiness.org/press, or by calling 888-500-1016 or, outside the U.S. and Canada, 617-783-7410. 19 Leading Change Leadership, Organization, and Social Movements Marshall Ganz Introduction Social movements emerge as a result of the efforts of purposeful actors (individuals, organizations) to assert new public values, form new rela- tionships rooted in those values, and mobilize the political, economic, and cultural power to translate these values into action. 1 They differ from fashions, styles, or fads (viral or otherwise) in that they are collec- tive, strategic, and organized. -
Programs & Exhibitions
PROGRAMS & EXHIBITIONS Winter/Spring 2020 To purchase tickets by phone call (212) 485-9268 letter | exhibitions | calendar | programs | family | membership | general information Dear Friends, Until recently, American democracy wasn’t up for debate—it was simply fundamental to our way of life. But things have changed, don’t you agree? According to a recent survey, less than a third of Americans born after 1980 consider it essential to live in a democracy. Here at New-York Historical, our outlook is nonpartisan Buck Ennis, Crain’s New York Business and our audiences represent the entire political spectrum. But there is one thing we all agree on: living in a democracy is essential indeed. The exhibitions and public programs you find in the following pages bear witness to this view, speaking to the importance of our democratic principles and the American institutions that carry them out. A spectacular new exhibition on the history of women’s suffrage in our Joyce B. Cowin Women’s History Gallery this spring sheds new light on the movements that led to the ratification of the 19th Amendment to the Constitution 100 years ago; a major exhibition on Bill Graham, a refugee from Nazi Germany who brought us the Grateful Dead, Jefferson Airplane, Jimi Hendrix, and many other staples of rock & roll, stresses our proud democratic tradition of welcoming immigrants and refugees; and, as part of a unique New-York Historical–Asia Society collaboration during Asia Society’s inaugural Triennial, an exhibition of extraordinary works from both institutions will be accompanied by a new site-specific performance by drummer/composer Susie Ibarra in our Patricia D. -
Enhancing the Lives of Those We Serve TABLE of CONTENTS
2014 ANNUAL REPORT ENHANCING THE LIVES OF THOSE WE SERVE TABLE OF CONTENTS page SANDRA PEARSON 03 Life after Cancer? Bring It on… page RICHARD KENNEY Cutting-edge heart procedures 05 keep him on the move page ZAILYN BYRD A rough start leads to a smoother 07 road ahead… page FATHER JOHN GEORGIA 09 Grateful for the gift of life Enhancing the Lives of Those We Serve 2 Life after cancer? Bring it on… It was February 2013, and Sandra Pearson will never forget the words she heard on the other end of the telephone. “We are sorry to inform you that the test results are positive.” She had breast cancer. A couple of weeks earlier, her doctor had discovered a lump in Sandra’s breast. At the suggestion of her good friend, Sandra went to Smilow Cancer Hospital at Yale-New Haven where she met with Anees Chagpar, MD, director of the Breast Center at Smilow for an exam and more testing. Sandra recalls her first thoughts. This can’t be... I have two children… I run a daycare center… I have lots of people depending on me… I can’t have Sandra works with a personal trainer, Derek. cancer. The morning after that life-changing phone call, Sandra, along with six supportive family members, headed into Smilow to talk about next steps. “First, Dr. Chagpar hugged me. She comforted me. Then, she explained what my test results revealed. She took her time, drew pictures and diagrams, answered questions and explained possible scenarios. Dr. Chagpar was so patient and attentive that she made me feel as if I was her one and only patient.” Next steps would include four months of chemotherapy, then surgery to remove the tumor followed by radiation treatments. -
THE GIGATONNE STRATEGY How Can We Reduce Global Emissions by One Billion Tonnes of Co2e a Year?
10 in 10 THE GIGATONNE STRATEGY How can we reduce global emissions by one billion tonnes of CO2e a year? OPERATIONAL SPECIFICATIONS VERSION 2 contents ExEcutivE Summary i 1. thE challEngE 1 1.1 The STaTe Of The ClimaTe CriSiS 1 1.2 The NaTure Of The ChalleNge 2 1.2.1 The ChOiCe Of a CarbON framiNg 3 1.2.2 The Three elemeNTS Of The ChalleNge 4 1.3 WhaT iS a gigatonne Of CO2e emiSSiONS? 6 2. thE gigatonnE StratEgy 7 2.1 The gigatonne TeamS 7 2.1.1 WhO are The gigatonne TeamS? 8 2.1.2 how Will The gigatonne TeamS work? 8 2.2 The gigatonne iNfrastruCTure 9 3. opErationalizing thE gigatonnE StratEgy 10 3.1 COre aSSumpTiONS Of The gigatonne STraTegy 10 3.2 reaChiNg peak perfOrmaNCe 10 3.2.1 phaSe 1 - gigatonne STarT-up 11 3.2.2 phaSe 2 - gigatonne Take-Off 11 3.2.3 phaSe 3 - gigatonne eNd-STaTe 12 3.2.4. requiremeNTS to mOve frOm ONe phaSe to The NexT 13 3.3 buildiNg a Network Of distribuTed gigatonne TeamS 13 3.3.1 SuCCeSS SCeNariOS fOr differeNT NumberS Of TeamS 13 3.3.2 growth paThWayS to a SCale-free Network 15 3.4 The gigatonne OperaTiONal equaTiON 17 3.4.1 preCONdiTiONS fOr ActiON 17 3.4.1.1 ChalleNge 18 3.4.1.2 reSOurCeS 19 3.4.1.3 peOple 19 3.4.1.4 STraTegiC direCTiON 20 3.4.2 OperaTiONal elemeNTS 21 3.4.2.1 gigatonne TeamS 21 3.4.2.2 prOCeSS: OperaTiONal CyCleS 22 3.4.2.3 arChiTeCTure 23 3.4.2.3.1 iNNOvaTiON 23 3.4.2.3.2 CapaCiTy 24 3.4.2.3.3 iNfOrmaTiON 24 3.4.2.3.4 gOverNaNCe 24 3.4.3 reSulTS 24 3.4.3.1 prototypeS (NaTural CapiTal + phySiCal CapiTal) 24 3.4.3.1.1 prototype requiremeNTS 25 3.4.3.1.2 OpeN iNNOvaTiON pipeliNe 26 3.4.3.2 Warm daTa (iNTelleCTual CapiTal) 27 3.4.3.3 gigatonne TeamS aS OuTpuT (humaN + SOCial CapiTal) 28 3.5 reSOurCeS 28 3.5.1 SOurCeS Of CapiTal 29 3.5.1.1 gigatonne Seed fuNdS 29 3.5.1.2 gigatonne markeTplaCe 29 3.5.1.3 STakehOlder CO-iNvestmeNT 31 3.5.2 iNvestmeNT requiremeNTS 31 3.5.2.1 STarT-up requiremeNTS – per CyCle 32 3.5.2.2 Take-Off requiremeNTS – per CyCle 33 3.5.2.3 eNd-STaTe requiremeNTS – per CyCle 33 3.5.2.4 estimaTe Of requiremeNTS – year 1 to year 5 34 4. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational