Word: affectively
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...administrative efforts have successfully increased the number of minority professors over the past 20 years, these advances take time, says Adams House Master John G. “Sean” Palfrey ’67. A change in the makeup of the senior faculty will take years to affect the composition of the House Masters, he says...
...Houses would only make it easier for the class to get to know one another. In the spring of 1960, Monro told The Crimson that the main debate was over building new Houses or overfilling older ones, discounting other administrators’ claims that the new plan would profoundly affect the Harvard social community...
Schools built by small, grass-roots NGOs operate on the inverse theory of change, striving to revolutionize the local status quo rather than affect national or global change. Usually rural instead of urban and almost always consistent with government standards, schools built by organizations like Achieve-in-Africa, BuildAfrica, Ripple Africa, and Schools-for-Africa are intensely local, both in terms of curriculum and culture. Such schools do not guarantee a college education; they simply equip girls to maximize their impact in their hometowns by holding jobs outside the home and ensuring the education of the next generation of girls...
...Local Village School” models. Within this philanthropic portfolio, the leadership academy functions as a venture investment—expensive, risky, but with the potential to pay unprecedented dividends. Such potential is attached to a small number of graduates and hinges on the expectation that each graduate will affect real change in her native country. On the other hand, the smaller, more localized school is akin to a safe stock: By partnering with local people and government, these schools guarantee that their graduates will be accepted into, and strengthen, the local economic community over their lifetimes. Although the individual...
...counterintuitive as it may seem, these two methods of educating girls in the developing world are complementary rather than contrary. Both the risky and the safe, the top-down and the bottom-up, the leadership academy and the village school are necessary to affect meaningful change in the developing world, be it economic or otherwise...