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04 Vary the Beat – Follow the Passions
No full textSing as You Speak – Tempo freedom in early 17th-century music. Discussion of period sources and examples of varying the beat (Caccini’s “Amor io parto” and Monteverdi’s “Sì dolce è’l tormento).https://ir.lib.uwo.ca/bel_canto_videos/1010/thumbnail.jp
Dim guxws dibakwi’mhl k’uba tk’ihlkw (Bringing Our Children Home)
Get PDFFor Indigenous leaders in British Columbia, the over-representation of children in the child welfare system, is a longstanding issue. K’uba Wilksihlkw Society (KWS) is an Indigenous-led non-profit delegated Aboriginal agency (DAA) operating under the Child, Family, and Community Services Act (CFCSA) in British Columbia, whom place Indigenous culture at the centre of its child and family programming and service delivery. In January 2020, Canada passed Bill C-92, affirming and recognizing Indigenous peoples\u27 right to exercise full jurisdiction over child and family services. Efforts by KWS to pursue a jurisdictional readiness framework under Bill C-92 require collaboration with Indigenous communities to develop culturally appropriate solutions and long-term reform. This Dissertation in Practice (DiP) is timely as it centres on the challenges faced by KWS in effectively communicating and engaging with the Indigenous communities they serve regarding the shared vision and mission to support Indigenous child welfare jurisdiction under Bill C-92 over the past three years. Two leadership approaches inform this DiP: first, the Indigenous educational leadership theory, and second, authentic leadership through an Indigenous lens. The change implementation plan of this DiP utilizes a decolonized change management framework inspired by the Gitksen worldview of using the four seasons called the Gitksen seasonal approach (GSA). Additionally, this DiP presents plans for implementation, communication, and monitoring and evaluation to support the change management process.
Keywords: Indigenous educational leadership, authentic leadership from an Indigenous lens, Indigenous communities, change path model, Bill C-92, Gitkse
Victim-centred Policing: A Strategy for Effective Planning and Response to Mass Victimization Incidents
Get PDFIt is becoming increasingly important for police departments to develop internal capacity to address the needs of crime victims who are affected by serious incidents such as active shooters or terrorist attacks. Supporting the family and friends of victims, witnesses and others affected by a tragic incident is a key function of the investigating police agency. Victims seek information and require support from police investigators through all phases of the response. This dissertation-in-practice addresses the lack of refined victim-centred practices in planning for, and responding to mass victimization incidents at the X Police Department (a pseudonym). Adaptive and ethical leadership approaches are applied to the problem and a blended change model tailored specially to policing helps outline and guide the change implementation plan. The analysis of the problem leads to the workable solution that involves the phased development of a victim liaison officer training program and related policy. The desired outcome is to increase the X Police Department’s capacity to respond to the needs of victims of mass victimization incidents by training 50 deployable victim liaison officers within twenty-four months. An internal stakeholder knowledge mobilization strategy and communication plan will help convey important information about the change to various audiences within the department. Monitoring the change process will be managed by a series of iterative PDSA cycles. Change will ultimately be evaluated via a formal evaluation plan based on policing best practices
Breaking Barriers: Resourcing a Nonprofit University to Ensure Female Higher Education Access in Afghanistan
No full textIn a world where UNESCO proclaims education as a fundamental human right, the stark reality in Afghanistan presents a grave challenge: only 5% of eligible women have access to higher education. This alarming figure highlights a broader crisis of gender equity and social justice, further exacerbated by the recent political changes. Since the Taliban\u27s return to power in August 2021, severe restrictions have been imposed on women\u27s basic rights, including education. Amidst these challenges, a local nonprofit higher education institution, AHLI stands as a pillar of resilience by leveraging online education to overcome barriers and advocate for women’s empowerment. This DiP addresses AHLI’s inadequate funding to enhance its online university and expand access for its female students. This dissertation employs theoretical frameworks such as CVF and PESTE analysis to examine the institution’s internal and external challenges, advocating for strategic changes achievable through the active engagement of the Afghan and international academic community members. By addressing AHLI\u27s immediate needs and laying a foundation for future growth, this DiP contributes to the broader discourse on sustaining higher education in conflict-affected states by utilizing various leadership and change management frameworks, monitoring and evaluation, as well as a comprehensive communication plan. In doing so, this DiP aims to safeguard the educational aspirations of Afghan women and significantly contribute to the global fight against gender-based discrimination, inequity, and social injustice
A Holistic Approach to Building Institutional and Faculty Capacity for Digital Education and Digital Pedagogy
No full textDigital technology continues to create new pathways in disrupting the teaching and learning exchange. Higher education institutions must not only contend with ongoing demographic, financial, and political shifts, but also have to respond to changing market demands for flexible delivery, greater access, and increased student expectations. The absence of a robust and comprehensive institutional response to these disruptions, leads to uneven technology integration on the part of faculty resulting in inconsistent learning experience for students. This Dissertation-in-Practice (DiP) articulates a holistic approach to building institutional and faculty capacity for digital education and pedagogy at a public college in a Canadian urban center. Working within an interpretivist epistemology, it leverages an adaptive and distributed leadership approach coupled with a constructivist, critical, and experiential grounding to education, to address institutional gaps in educational technology integration. Faculty capacity building initiatives constitute the core of a change implementation plan that seeks to identify and remove affective, pedagogic, and organizational barriers to technology integration while developing faculty’s technological and pedagogic knowledge base and disposition as 21st century educators. This is further supported by a phased change path designed to holistically build institutional capacity in supporting seamless integration of digital education practices across all instructional modalities. Change agents draw on socially constructed, collaborative, and inclusive techniques consistent with the leadership approach and a change model that also draws on psychosocial factors to engage participants in and through an organizational digital transformation change process
