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Exploring Nurses’ Decision-Making: Defining Critical and Sensitive Information from Large Language Models
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From Shooting Stars to Satellite Safety: Revolutionize Meteoroid Analysis for Space Infrastructure Risk and Interplanetary Exploration
Get PDF09 Portamento di Voce – The Perfection of Vocal Music
No full textSing as You Speak: Portamento di voce – The Perfection of Vocal Music. To unite expression and sentiment, singers connected notes in a variety of ways (sostenuto, legato, sliding). Discussion of sources from the 17th to 19th centuries, as well as practical examples.https://ir.lib.uwo.ca/bel_canto_videos/1005/thumbnail.jp
Remote Leadership, Centralization, and Paternalism: Leveraging Shared Leadership to Address Issues of Autonomy within the Political Jungle of a Dual-Campus University
Get PDFIt is commonplace in higher education for universities to have multiple campuses, as they face growing pressures to increase enrolment and maintain the viability of their complex organizations. In speaking to this complexity, universities are often described as more of political jungles than a purely collegial environment or rigid bureaucracy. It is within this environment that decisions are made regarding an institution’s policies, administrative structure, and processes. As universities add more campuses, the level of intricacy of their operations increases. This Dissertation-in-Practice (DiP) identifies a lack of autonomy on a satellite campus within a dual-campus university struggling to achieve its enrolment targets and deliver on its mission to increase access to post-secondary education for underserved communities. Hidden within the jungle of the university is a solution within reach that, with a successful implementation plan, will respect the nuances of the political climate of the institution at its current stage of development in the organizational lifecycle. Leveraging the political model of organizational theory, the change plan maps out a journey that integrates a shared leadership model that respects the knowledge and expertise of the leaders with responsibility for the satellite campus while, most importantly, ensuring that the satellite campus’ local context is integrated into decision-making
From Bureaucracy to Belonging: An Equity-Oriented Cultural Shift in Preservice Teacher Placements
Get PDFThis dissertation-in-practice presents a planned cultural shift in the teacher education fieldwork placement process at a Quebec university. The author, with a commitment to social justice-oriented transformative leadership, outlines significant logistical and cultural challenges in addressing placement considerations of equity-deserving preservice teachers. These challenges are particularly pronounced due to the bureaucratic and inter-organizational nature of the placement network. To address this problem of practice, distributed and subversive-resistant change leadership approaches are employed, guided by a change management framework combining processual and social justice-oriented models. Through the change plan, there is a fostering of a cultural shift away from placements solely bureaucratizing human capital development towards a more holistic and long-term development of teacher capability and belonging. The selected solution addresses reform of policy, process, programs, and partnerships. This multilateral approach establishes structured, intentional, and iterative support for equity-deserving preservice teachers, ensuring their unique identities and needs are recognized and addressed throughout the placement process. The communication plan focuses on engaging all parties through transparent, inclusive dialogue and leveraging technology to facilitate ongoing feedback and collaboration. The monitoring and evaluation plan employs both quantitative and qualitative metrics to assess the incremental impact of the implemented changes on the placement process and organizational culture, with periodic reviews to ensure continuous improvement and alignment with social justice objectives. This work contributes to the discourse on social justice in higher education by providing a comprehensive framework and actionable insights for effecting equity-oriented cultural change within an otherwise-bureaucratic and vocationalist environment
Building Leadership Capacity: Embracing of Inclusive and Culturally Responsive Practices to Promote Succession and Sustainability of Principals in Arctic Canada
Get PDFThis Dissertation-in-Practice (DiP) aims to explore organizational change frameworks to address the problem of practice in the Tundra Education System (TES, pseudonym), which has resulted in inconsistent implementation of inclusion and culturally relevant policies by principals. TES is situated in an Indigenous region of Arctic Canada and about eighty percent of principals are non-Indigenous people. To make a change process relevant to the context of TES, the Inuit Qaujimajatuqangit (IQ) principles, upon which education in TES is built, are integral components of the change implementation processes. Furthermore, the DiP addresses the questions “what”, “why”, and “how” of the intended change using both qualitative and quantitative methods of data collection. The leadership theories explored in leading the change are transformational and culturally responsive leadership; Critical theory, however, is the overarching theory that frames the change process because its tenets align with the leadership theories and promote social justice, equity, inclusion, and decolonization. For the desired outcomes to be achieved using a composite solution (e.g., implementation of a newly designed TES leadership framework with a mentorship program component), the DiP embraces Nadler Tushman’s congruence model for gap analysis, Deszca et al.’s change path model for leading the change , an integrated framework (e.g., Hirsch’s framework and Deszca et al.’s model) for the change implementation plan, Haiilo’s framework for change communication plan, and Deming’s PDSA model for monitoring and evaluation of the change process. It is envisaged that effective facilitation of the change process by the change agents, and active engagement of all participants, will lead to improved cultural competence, higher retention rate of principals, and knowledge mobilization across TES
Unsettling the Settler Language: Reducing Neocolonial Impact in an English as an Additional Language School
Get PDFTeaching English to speakers of other languages involves the transfer of embedded neoliberal cultural values along with knowledge of the language itself. English as an Additional Language schools have been and continue to be used as a tool of neocolonial expansionism, and as a result they are complex sites of cultural, economic, personal, and political exchange. As sites of active, complex interaction, English as an Additional Language schools present a powerful opportunity for teaching practitioners to disrupt instances of unquestioned cultural value adoption using critical pedagogy and culturally responsive teaching techniques. Personal critical reflexivity and peer learning activities can support the development of conscientization among teaching professionals, and teachers can and should also encourage greater conscientization among their students. Opportunities for this development and support exist in both significant and fleeting instances: teachers of English must be prepared to recognize and employ these opportunities to advance social justice through both planned, broadly implemented teaching practice and through ethically important moments that arise spontaneously. In this Dissertation in Practice, I advocate for the importance of approaching socially just change with a critical lens, as a means of thinking and acting beyond the limitations of one’s personal lived experience. Coupled with criticality, an authentic and shared leadership stance creates the conditions of trust and empowerment that allow for meaningful pedagogical change. I propose a multi-stage change plan built on a synthesized model incorporating elements of both the Change Path Model and Appreciative Inquiry to promote the use of critical pedagogy and to advance ethical change
A WickEd Leadership Approach to Democratizing STEM Education
Get PDFSTEM Company Inc. (SC; a pseudonym) is an educational services company located in Canada. Over the past 4 years, the organization has worked on an international project portfolio that has reflected a niche area of education that is currently underserviced in the traditional and private educational landscape. SC’s clients have engaged in procuring curriculum, resources, and programming at the intersection of science, technology, engineering, and mathematics (STEM) and equity, diversity, and inclusion (EDI). This focus has caused an organizational challenge as SC’s initial operational framework and business practices were broadly based on human capital development. My intersectional identity as the author of this Dissertation-in-Practice (DiP), the president of SC, a Black woman, and a STEM education expert speaks truth to power through lived experience. It serves as a driving force to address the wicked problem of inequity in the global education landscape by reframing the organization’s mission, vision, and business practices to democratize access to STEM education for underrepresented groups. To do this, SC is embarking on an organizational change initiative to transform itself into a social enterprise by utilizing a WickEd leadership framework to elevate equity and provide high-quality, culturally responsive and representative STEM education opportunities for underrepresented groups. The ethics of liberation and Africentric values, specifically ubuntu (interconnectedness) and umoja (unity) guide the centering of diverse perspectives and the elevation of community-centric values throughout the organizational change implementation. This work also uses the awareness, desire, knowledge, ability, and reinforcement (ADKAR) and appreciative inquiry (AI) frameworks to delineate a structured change process.
Keywords: WickEd leadership, STEM education, EDI, Africentric values, wicked problem, liberatio
