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Developing Yourself as a Doctoral Learner
No full textDr. Brian Allen has a Doctor of Business Administration in Technology Entrepreneurship, an MBA, and a Master of Project Management. He is currently serving as the Associate Dean of Faculty in the School of Health Professions at National University. His research interests center on organizational development, entrepreneurship, project management, strategic planning, international business, business information technology leadership, and applied research for solving real-world business problems. Brian has broad experience in educational leadership, information technology, e-commerce, telecommunications, international sales, operations management, and international project management. His experience includes work leadership in 38 countries throughout the Americas, Western Europe, Asia, Africa, and Australia.
Dr. Marie Bakari has a Doctor of Education degree in Higher Education Leadership, a Doctor of Business Administration in Multicultural Entrepreneurship, an MBA, and a Master of Science in Accounting. She currently serves as a program director for the MBA in the College of Business, Engineering, and Technology at National University. Her research interests include diversity, equity, and inclusion, accounting, and leadership. Marie became a professor in 2014 after a 20-year career in the dental field. Today, she enjoys mentoring students through their dissertation journey.This three-part presentation demystifies strategic elements of the doctoral mindset needed to understand and succeed along the doctoral journey. The presentations cover the foundational elements of education that bring most learners to the doctoral level of academic effort. We address the key skills of linking and aligning learning, decision-making, and accepting the gift of feedback. We review the danger of applying logical fallacies, identifying a problem, and narrowing the score of research for success. We cover the principles of time management and logical organization of reviewed literature. We examine how conducting a personal SWOT analysis can help doctoral students focus on research within their respective domains toward developing a solutions mindset. Finally, we address the need for full ownership and stewardship of the doctoral student as the agent of their own educational success
Universal Design for Learning: School Leaders Meeting Student Needs by Meeting Teacher Needs First
No full textUniversal Design for Learning (UDL) is a tool that helps all students reach their potential, whatever their learning style. Unfortunately, many teachers do not fully understand how to use such a resource effectively, often feeling ill-equipped or inadequately supported. They want and need their principals to step in and assist. For students to get what they need and for teachers to feel supported, principals need to step in and provide the training and resources required. This capstone will look at the benefits that UDL has on students' learning. It will also focus on what teachers need in order to utilize UDL effectively and will explain the benefits when teachers are supported. Finally, there is a strong focus on how principals can support their staff. Based on the literature review, this capstone provides six recommendations for principals to follow to bring UDL into their school and support their staff in its use
Healthcare Equity for Women of Colour in Long Term Care Homes: The Case for Narrative Therapy
No full textThis capstone delves into the multifaceted experiences of women of colour (WOC), particularly immigrants and refugees in Canada, and their experience with long-term care (LTC) homes. Canada receives a mass influx of immigrant and refugee populations annually, and it needs to address the inequities and challenges experienced by WOC in healthcare, particularly for senior WOC that depend on LTC for their care needs. More specifically, with the growing aging population and diverse immigrant population, there is a growing demand for culturally sensitive and equitable healthcare services for WOC in LTC. This capstone explores the influence of the experience of motherhood on WOC and its impact on therapeutic alliances later in life. It also examines the impacts of fatphobia and historical roots in racism and how it continues to perpetuate discrimination against WOC in LTC. Finally, this capstone focuses on narrative therapy (NT) as an interventional tool and framework to help dismantle oppressive narratives in healthcare, specifically in LTC facilities
Differentiating Cis-men's Experiences With Body Dissatisfaction From Those of Cis-women
Get PDFThe purpose of this study was to explore how men experience body dissatisfaction beyond mesomorphic presentations, which much of the research has been focused on, as well as to explore any potential distinction between cis-men's and cis-women's body dissatisfaction. Highlighting these differences is important as much of the literature and assessment tools used today for body dissatisfaction have been standardized to women, and as such the knowledge base for practicing counsellors may not be sensitive to the experiences of men. The literature review covers several emerging themes that are all synthesized to a distinct main finding that men appear to experience body dissatisfaction in a complex and unique way, with important treatment and cultural considerations uncovered. To conclude, men's experience with body dissatisfaction are largely externalized, and interacts with many moderating variables such as height, endorsement of masculine norms, ethnicity, and sexual orientation. This provides important information for clinicians working with men as to those who are at higher risk for body dissatisfaction, as well as an understanding of where those risks come from and how it contributes to body dissatisfaction among men
