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Theology Night Live!: Jesus (\u27Isa) as Prophet in Christianity and Islam
No full textJesus (\u27Isa) as ‘Prophet’ in Christianity and Islam: A Bridge to Mutual Understanding and Respect. A conversation with Dr. Steven McMichael and Sadaf Shier
Ernest Hemingway and the FFI
No full textSub-chapter chronicling Hemingway\u27s World War II experiences with the French Forces of the Interior. Recounts Hemingway\u27s exploits leading a band of French irregulars at Rambouillet in advance of the liberation of Paris
The Old Man and the Sea
No full textProvides a brief commentary on Hemingway\u27s spare style and synopsis of the novella
Eros and Terror in Ernest Hemingway\u27s The Fifth Column-A Play on the Spanish Civil War
No full textA reading of Hemingway\u27s war-oriented play that tracks mythical sources for both tragic and farcical details by way, at times, of Joyce, Nietszche, and other influences
From Bill Withers to Beyoncé to Bad Bunny: A Mixtape of Songs that Reflect the Development and Practice of Inclusive Leadership by Women Leaders
No full textChanging demographics are requiring organizations to change the way they conduct business and deliver their services. And while women and people of color have been gaining greater access to leadership roles over the past few decades, they continue to lag behind in terms of representation in comparison with their numbers in the overall population (Chin, 2010). The calls for more inclusive work environments are not only concerned about widening participation, but are equally concerned with identifying inclusive leaders (Findler, Wind, & Mor Barak, 2007). Yet many organizations have failed to increase the diversity of their leadership, leaving them ill equipped to serve a changing population in ways that are culturally competent or that effectively meet the needs of a changing population.
This study explored – through art-based inquiry using reflections on music and songs – how women leaders developed into and practiced inclusive leadership in their organizations. This study also explored how these leaders translated their reflections and values into assets, skills, and approaches that influenced their leadership. Numerous experiences impact the way these women have approached their work and leadership with an inclusive lens. Their narratives provide insights on the common experiences of inclusive women leaders; the nuanced yet multi-layered dimensions of their experiences; the challenges of practicing inclusive leadership; and their desire to validate a strong positive identity for others, as well as for themselves as an inclusive woman leader. Importance was placed on their journey, their lived experiences, authenticity, and service.
The resulting similarities in the composition of the themes support, at a minimum, an expansion of the definition of inclusive leadership to consider some of the traits, values, and approaches raised by these women leaders through their reflections on music and song. In addition, several recommendations for women leaders, for organizations, and for leadership development initiatives are made
The Phenomenon of Double Consciousness and its Effects on the International Students at Universities in the United States: A Phenomenological Study
Get PDFABSTRACT
This phenomenological study investigated international students\u27 experiences with the sense of double consciousness while studying in United States (U.S.) universities. This study provided insights into how this sense of duality impacted international students’ heritage identities. I adopted qualitative research designs to provide me breadth and in-depth understanding of the international students’ experiences. I employed a phenomenological approach to find common meanings among international students with similar experiences regarding the sense of double consciousness. To gather data relevant to this study, I used qualitative surveys and I interviewed 11 international students from different countries and backgrounds. Although most participants were unaware of the concept of double consciousness, they lived this phenomenon, felt its effects, and developed mechanisms to cope with it. To elucidate the findings, I utilized two theoretical lenses: Du Bois’s (1903) double consciousness theory, and Berry’s (1992) acculturation theory. International students should be aware of this phenomenon and seek appropriate help whenever necessary. Educational institutions of higher learning should provide appropriate means to help these international students who struggle with the sense of double consciousness. Future studies could investigate the long-term effects of double consciousness on international students’ identity, family, and society in general.
Keywords: Double consciousness, Du Bois’s notion of double consciousness, International students, Identity, Cultural identity, Cultural differences
Team Teaching: An Innovative Pedagogical Model to Radically Restructure the Classroom and Transform Social Work Education
Get PDFThis Banded Dissertation focuses on exploring the concept of team teaching within social work education by restructuring the traditional single teacher classroom structure. The Banded Dissertation comprises three scholarly products examining social work education. Pedagogical innovations introduced in this dissertation aim to address anti-racism, diversity, equity, and inclusion within social work education. The first product explored Master of Social Work (MSW) student perceptions of team teaching efficacy using a descriptive mixed-methods design. Data was collected through pre, and post-test surveys from MSW students (n= 76) enrolled in classes taught by teams of social work instructors. Findings described student perceptions of team teaching as an effective pedagogical model of instruction. Students identified teaching partnerships, knowledge and expertise, and diverse perspectives as factors that contribute to team teaching efficacy.The second product is a conceptual paper that integrates Critical Race Theory (CRT) framework to explore interracial team teaching as an emerging pedagogical model to teach anti-racism within social work education. An exploratory qualitative systematic review shows that CRT tenets identified by Sólorzano et al. (2005)align with anti-racist social work education delivered via an interracial team-taught model. The third scholarly product applies Scholarly Personal Narrative as the research methodology to examine the author’s experiences within academia as a man of color—both as a student and teacher. Findings suggest that ethnic and racial disproportionality in social work education requires academic institutions to hire more Black, Indigenous, and People of Color (BIPOC) faculty, establish mentorship programs, and expand educational and financial support to BIPOC students. The scholarly products presented in this Banded Dissertation contribute to the growth of knowledge on team teaching utility in social work education to enhance student learning. These products add to the discourse on the need for pedagogical innovation in social work education to address anti-racism, diversity, equity, and inclusion and prepare future generations of anti-racist social work practitioners and scholars
A Decade of Distinction: Examining Field Education as Signature Pedagogy
Get PDFIn 2008, the Council on Social Work Education (CSWE) elevated field education by recognizing it as the signature pedagogy of social work education in the Educational Policy and Accreditation Standards (EPAS), aligning it to accreditation. This Banded Dissertation explores the current state of field education in relation to this landmark designation. In addition, a practice application is proposed to advance the role of field education in achieving a fully representative pedagogy for the field. The systems perspective combined with a systems approach to transformational leadership provided the framework for the scholarship. Product One is a conceptual paper that first identified the barriers that existed within the varying systems of the larger field education environment and then proposed a practice application to empower field directors and engage stakeholders in the pursuit of a field-centric environment in social work education. Product Two is a research study that used a content analysis to assess evidence of alignment with field education as signature pedagogy as a part of the accreditation process for undergraduate-level social work education programs. Product Three is a poster presentation of the findings of Products One and Two given at the 2020 National Association of Social Workers (NASW) Ohio peer-reviewed conference. This banded dissertation contributes to the literature by providing a comprehensive assessment of the barriers to achieving field education as signature pedagogy, with a focus on the relationship to accreditation. The proposed practice application serves as a system-wide strategy that can advance collaboration and innovation between social work education and practice to benefit all
Don\u27t East That Lady-That\u27s Mencken : H.L. Mencken and His Nietzschean Philosophy in The Sun Also Rises
No full textHemingway\u27s distaste for H.L. Mencken has been well-documented. But the philosophical underpinnings that separated the two authors has not. This essay considers the structure of The Sun Also Rises, and argues that behind the surface criticisms of Mencken, Hemingway invested in the long game, building into his first novel a refutation of Nietzsche, Mencken\u27s hero. In this view, The Sun Also Rises tackles the priest of the actual through its literary treatment of returns, morals and manhood. Hemingway\u27s final word on his debate with Mencken finds its voice through the poetic structure of the pilgrimage of Jake Barnes