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Rancho Mirage (Postcard History Series)
No full textDr. Leo Mallette is an adjunct faculty at Pepperdine University’s doctoral program. He has collected postcards depicting Rancho Mirage starting with the dude ranches in the 1940s and accelerating with the country clubs in the 1950s.
The city of Rancho Mirage is a low-density resort town with a population that was about 17,000 during the 2020 census. It is in the Coachella Valley, near Palm Springs, and about 110 miles east of Los Angeles. Rancho Mirage encompasses an approximately three-mile-wide swath that includes most of the area south of Interstate 10, extending south past the Whitewater River, Highway 111, and into the Santa Rosa Mountains. It was incorporated in 1973 and is home to many world-class golf courses
Empowering Autistics to Reach Their Full Potential
No full textAutism exists on a spectrum, but that spectrum is not linear. It is unique to each individual who then can thrive in different types of supportive environments. Julie Kogura creativity shares her framework called “SOAR” (Support Open Advocacy Resources) to help empower autistic individuals to reach their full potential. Julie Kogura works in project management at Industrial Light & Magic (ILM), a visual effects division of Lucasfilm. Her previous experience includes post-production work at Dick Clark Productions, Jimmy Kimmel Live!, and Lucasfilm Animation. Since Julie has a passion for advocating for the disability community, she founded Enabled at Lucasfilm, a disability employee resource group. She has received a bachelor’s degree in communication studies from Loyola Marymount University and a master’s degree in psychology from Pepperdine University. In middle school, Julie was diagnosed with a reading and oral comprehension learning disability, and later in life, received a diagnosis as being autistic. When Julie is not advocating for autistic individuals, she enjoys dancing and playing basketball. This talk was given at a TEDx event using the TED conference format but independently organized by a local community
Distinguish Differences of Simple Past Tense Usage Between Chinese and English
No full textThis poster addresses a common teaching challenge in linguistics and considers how to support ESL/EFL students in understanding and mastering a complex linguistic concept. Framing the challenge through students\u27 L1 and L2 language comparison, this poster addresses how teachers can effectively address this linguistic concept to enhance student comprehension and application. The research synthesizes findings from three scholarly sources, which consider cognitive, cultural, and instructional challenges that students face. The poster concludes with actionable insights for educators seeking to address persistent teaching challenges and enhance student success in the language classroom
From fes to face: Bridging the Pronunciation Gap Strategies for Malay-Speaking ESL Learners
No full textThis poster addresses a common teaching challenge in linguistics and considers how to support ESL/EFL students in understanding and mastering a complex linguistic concept. Framing the challenge through students\u27 L1 and L2 language comparison, this poster addresses how teachers can effectively address this linguistic concept to enhance student comprehension and application. The research synthesizes findings from three scholarly sources, which consider cognitive, cultural, and instructional challenges that students face. The poster concludes with actionable insights for educators seeking to address persistent teaching challenges and enhance student success in the language classroom
Empowering the next generation: an exploration into the best practices that support the advancement of Iranian-American female leaders in higher education
Get PDFThis study examined the experiences of Iranian-American and Iranian female leaders within higher education institutions. Utilizing a qualitative phenomenological approach, the research actively engaged a cohort of 18 participants through purposive sampling and semi-structured interviews. Four research questions guided this study, highlighting the experiences, perspectives and complexity of these women in their journey towards leadership roles in higher education. The research questions focused on highlighting challenges, methods to overcome them, measures of success and recommendations for aspiring Iranian and Iranian-American leaders. This study aimed to showcase the distinctive intersections of identity, culture, and gender within a lens of leadership experiences of Iranian women in higher education. The narratives provided by these women, not only provide great insights into their personal and professional development, but also offer significant perspectives on the wider context of diversity, equity, and inclusion within academic leadership.
As the narratives from interviews were explored and connected to literature, a deeper understanding of challenges Iranian female leaders have overcome emerged. These challenges include, but are not restricted to, a lack of a support network, balancing family and work life, misogyny in the workplace, along with other challenges in the workplace, such as being dismissed or not taken seriously as well as immigration challenges and mental health challenges. Following that, to overcome these challenges, they relied on personal and professional communities to lean on as well as leaning on personal characteristics such as resiliency, being flexible, having strength of character and confidence to overcome those challenges.
Measures of success were revealed as reaching professional milestones, publishing, relying on feedback and meeting the needs of their family. Furthermore, recommendations were given to aspiring leaders to build a network and community, support those in those communities, to be confident and persevere, to keep learning and ultimately, to embrace your unique Iranian background. A model was developed for Iranian female and Iranian-American leaders and aspiring leaders in higher education. The model was developed to help Iranian women evolve, grow and sustain through four different areas of internal and external areas of identity, introspection, community and organizations
Successful Lebanese women leaders in higher education
Get PDFThis qualitative study investigated the success strategies of Lebanese women leaders in higher education, a sector where they have historically faced underrepresentation. It examined the evolution of women’s roles in this field, highlighting the progress and ongoing challenges related to gender biases and societal constraints in Lebanon. The research employed a phenomenological approach to explore the lived experiences of these leaders, focusing on how they navigate cultural norms and societal expectations. Theoretical frameworks like appreciative inquiry, emotional intelligence, and social constructivism were used to analyze their transformative potential within Middle Eastern patriarchal structures. This study aimed to inform policies and initiatives that promote gender equity and enhance women’s leadership in Lebanese higher education, offering insights into the resilience and achievements of these trailblazing women
The impact social support and community-based programs have on the reduction of recidivism
Get PDFRecidivism is defined as the tendency for an individual to relapse into criminal behavior after being incarcerated. This poses a challenge to the criminal justice system and there is a growing recognition of the role that receiving social support plays in decreasing the rate of recidivism. This research provides a comprehensive review of the literature that examines the impact of social support on reducing recidivism. This study reviews and synthesizes findings about community-based programs’ positive impact on formerly incarcerated individuals. Also, it explores the five components of social support: emotional support, informational support, tangible support, networking support, and affirmation of support and their effectiveness in reducing recidivism. Furthermore, this research discusses the mechanisms through which social support influences recidivism outcomes. This includes the lived experiences of 13 individuals, the positive social connectivity gained by their experiences, the provision of resources and assistance, and the offering of career guidance through a community-based program. Also, it examines the role of family relationships, social networks, peer support, and community connections and how these facilitate successful reintegration into society.
Moreover, the literature review critically evaluates the strengths and limitations of social support and identifies any gaps in the existing literature that warrant any further research. This research validates the importance of adopting an open mindset to address the complex needs of individuals who have been incarcerated and are now re-entering society. This research highlights the major findings that demonstrate the significant impact social support has on reducing recidivism rates and the need to promote policies that support access to resources like education, employment, housing, and other essential services needed post-incarceration.
This research concludes by summarizing the need for researchers, policymakers, parole officers, and government officials to prioritize the development and implementation of evidence-based interventions that strengthen support networks for individuals transitioning from incarceration to community reintegration. Empowering these individuals will help break the cycle of recidivism and achieve better outcomes in their personal lives and within the community
A quantitative study of teachers’ experiences with and preferences toward technology-facilitated professional development
Get PDFThis descriptive qualitative study was designed to understand better California K-12 teachers\u27 experiences with and preferences toward technology-facilitated professional development. The issue is that there have been some changes in professional development since COVID-19 and are these changes with technology-facilitated professional developments effective? The conceptual framework for this study uses professional development as it explains organized learning and structure with the help of the TPACK model to help teachers in their practice and instructional strategies. Four primary research questions guide this study: 1) What types of professional development have California K-12 teachers participated in since 2020? 2) How do California K-12 teachers describe their experiences with technology-facilitated professional development? 3) What are California K-12 teachers\u27 preferences for future technology-facilitated professional development? 4) How, if at all, do California K-12 teachers perceive their preferences for professional development changed during the COVID era? By snowball sampling, 32 California K-12 teachers volunteered to take an online survey and answer a set of closed-ended questions for this study.
The results and key findings of this study found that after asking about their current preference for professional development. there was a tie with 40% face-to-face and self-paced courses were a preferred top choice of professional development. Another finding revealed that there were different reasons for participating in online professional development with 20% liking technology-facilitated professional development. Although mainly most professional developments focus on content or pedagogical knowledge when technology is the focus, participants did report it to be beneficial.
Three conclusions were developed from the results. COVID-19 prompted changes to the preferences for the professional development delivery approach with increased favor of technology-facilitated professional development. There continues to be a need for professional development focused on teaching infused with technology. The potential for informal professional development has not yet been embraced by teachers. Recommendations for further research in the areas of exploring human connections, informal learning spaces for teachers, and a closer investigation of self-paced modules in technology-facilitated professional development. Also, extending research into qualitative research would expand unanswered questions that quantitative data could not
The divine digital divide: a qualitative analysis of the effects of implementing information and communications technology in the Black Baptist worship service experience on attraction and retention of young adults post Covid-19
Get PDFThe purpose of this study is to examine the effects of using information and communication technology (ICT) in the Black worship experience for recruiting and retaining young adults in relation to church services, engagement (defined in this study as communication, community outreach, social activism and collaboration, and support services), and cultural identity within the community of faith. The relevancy and engagement for emerging generations and the cultural and ancestral ties of the Baptist church will be explored. Data analysis from these findings will be used to identify opportunities for faith and community leaders in relation to young Black adults, defined as Generation X, Millennials, and Generation Z between the ages of approximately 24 - 40 years old who identify as Christians affiliated with the Baptist denomination. Theoretical frameworks and references include, but are not limited to, Maslow’s Hierarchy of Needs, Diffusion of Innovation theory, Digital Babylon study by Kinnaman et al. historical and behavioral practices explored by Anthony B. Pinn, and A Black Theology of Liberation by James Cone. The study bridges the historical foundation of the Black church, its communication styles, and its duty to seek liberation and empowerment for a systemically disenfranchised group of citizens through contemporary means of organizing, community engagement, and communication for young adults, and makes recommendations for success following the COVID-19 pandemic and its impact due to isolation
The strong Black woman schema, wellness outcomes, and mental health interventions: an integrative systematic review
Get PDFBlack women have a unique sociocultural and historical context that impacts their health. Research indicates that the Strong Black Woman schema (SBWS) can serve as a coping strategy for the specific array of stressors faced by Black women. The primary aim of this integrative systematic review was to explore the associations between Strong Black Woman schema and wellness/health outcomes, and to review the available or emerging SBWS-related interventions targeting wellness and mental health for Black women. This review posed the questions: (1) What health/wellness outcomes have been identified or hypothesized to be related to the SBWS? (2) What relationships between the SBWS and health/wellness outcomes of Black women have been found in the research? More specifically, what relationships have been found between the five facets of SBWS (resistance to vulnerability, obligations to show strength, suppression of emotion, caregiving of others, and striving for success despite limited resources) and health/wellness outcomes among Black women? (3) How do wellness and mental health interventions for Black women consider the role of the SBWS? A meta-aggregative approach revealed SBWS can be an asset for trauma management, confidence/self-esteem, and resilience, but confer greater health risk in the context of stress management, depression, and anxiety. Relationships between SBWS and outcomes varied at the facet levels of analysis. Data from the three included interventions suggests effective treatments should incorporate psychoeducation on the sociohistorical context of Black women in the United States, specific interventions for stress management, self-compassion practices, reframing ideas of strength, and group interventions that are comprised only of Black women