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Enforcement and Emancipation: Engagement of Gender in Narratives of College Students
Get PDFThrough analyzing the narratives of ten college students, this study sought to find how the language used in narratives describes and engages with gender, and how narratives depict gendered privilege and oppression. Findings include that participants engaged with their gender through describing how their gender has been formed, enforced, and performed, with many also describing ways in which they are reconstructing gender, whether that be through going against expectations or redefining gendered terms. The study affirmed the prevalence of underlying gendered power structures that impact how individuals perceive and perform their gender, but also provides hope in the apparent malleability of these structures. Other areas of significance include further insight into the importance of viewing people as crystallized selves, and the practical application of an emphasis on shared humanity
Pathways to the Superintendency: The Experiences of Albertan Female Superintendents
Get PDFStudies have shown that female superintendents in the United States and Manitoba, Canada are underrepresented compared to their male counterparts (AASA, 2015; Wallin, 2009). This is also the case for Superintendent of Schools in Alberta, Canada. Therefore, to ascertain challenges and supports on the pathways to the superintendency, six female assistant superintendents and three Superintendent of Schools serving in the 2019-2020 school year were interviewed as part of a multi-case study. Participants identified factors that contributed to or challenged them in obtaining the position of superintendent. The results of the interviews conclude that the pathways of female superintendents are most effectively fostered when there are jurisdictional structures and procedures that detect and support the leadership capacities of potential female leaders. This research then identifies challenges and supports along the pathways to the superintendency
The Walt Disney Company and Corporate Social Responsibility
Get PDFThe Walt Disney Company emphasizes Corporate Social Responsibility (CSR) and has been determined to reduce its impact on its community and its environment ever year. While many entertainment companies focus on their brand image, Disney is dedicated to making a difference in three of its largest SBUs in terms of environmental and community impact: Consumer Product, Parks and Resorts, and Studio Entertainment. As a significant player in the entertainment industry, Disney’s overarching approach to CSR is holistic in satisfying stakeholder interests, as well as operational effectiveness and financial objectives of the business. Disney’s CSR strategy ensures an ethical Walt Disney Company that markets itself by its CSR values and provides valuable entertainment, products, and experiences to customers worldwide. By defining Disney’s values of CSR and sustainability, it sets the basis for further analysis of CSR and sustainability. By analyzing the CSR trends in the entertainment industry and how CSR is integrated into The Walt Disney Company, it shows how much Disney’s CSR values are reflected in its marketing strategies. My research focused on the role of CSR in many of Disney’s marketing strategies and campaigns in the three largest SBUs and to what extent they are influenced by it. This research reflects that Disney’s marketing strategies can be examined through Promotion, Product, and People
Enhancing Early Literacy Subject Matter Knowledge: Using Interval Learning Pedagogy to Develop Content Understandings
Get PDFThere is a significant body of research that identifies a gap in early literacy content knowledge between the teaching profession and that held by the research community. Shulman’s (1986) PCK framework identifies pedagogical knowledge and content knowledge as the two main headings for teacher professional knowledge. The purpose of this study is to investigate the development of early literacy specialized content knowledge using relative teacher strengths in their pedagogical knowledge with in a conceptual professional development framework called Interval Learning. The study involved four Grade 1 teachers in the pilot phase and eight Kindergarten teachers in the main research participating in a mixed-methods design. Data Collection included teacher subject matter knowledge measured using Moats and Foorman’s (2003) Survey of Language Constructs Related to Literacy Acquisition, through semi- structured small group and individual interviews, and teacher created concept maps on early literacy. Student data was gathered using the WRAT IV Word Reading abilities subtest for G1 students and the TOPA II for the GK students. Data sets were analyzed independently. Quantitative analyses involved descriptive statistics, and T-tests due to small sample sizes. Qualitative data was analyzed inductively (using pattern coding) and deductively using key terms from the literature. Following individual analysis, quantitative and qualitative data analyses were converged to triangulate findings across data type. Findings in the study identified that teacher early literacy specialized content knowledge can be influenced through the application of the interval learning process. The study also informs the importance of teacher belief understood through reflection and student performance in teacher growth. Implications include expanding understandings the interplay of teacher knowledge, pedagogy, and beliefs within professional development models
Mindfulness and Shinrin-Yoku: Potential for Physiological and Psychological Interventions during Uncertain Times
Get PDFMindfulness and Shinrin-yoku (SY) translated as forest bathing, is potentially effective to alleviate mental health issues related to the COVID-19 pandemic and beyond. The purpose of this article is to provide a translational and pragmatic approach to understanding mindfulness in the context of SY and psychological wellbeing through a rapid review of the literature. The background of mindfulness and SY practice are discussed and the emotional, neuroendocrine, and neurobiological responses are examined. Next, a rapid review of the literature examined six studies, published between 2010 and 2020 to determine what is known regarding the relationship between SY, mindfulness, and psychological wellbeing. The studies included 21–360 participants with a mean age of 20–55 years. The results demonstrated a significant positive correlation between nature, mindfulness, and measures of psychological wellbeing. During uncertain events, including COVID-19, weaving mindfulness with SY may be specifically important to at-risk groups, those experiencing depression, loneliness, and social isolation, and at-risk populations such as college students, veterans, and professionals with high levels of stress. The goal of this review is to provide a thorough background and support of this cost-effective modality to promote overall psychological wellbeing as a preventative measure to those at risk or experiencing psychological illnesses
Bridges to the Future: Reshaping Today’s Infrastructure
No full textThe NAE GRAND CHALLENGES FOR ENGINEERING, created in 2008, presents an aspirational vision of what engineering needs to deliver to all people on the planet in the 21st century. This vision is: “Continuation of life on the planet, making our world more sustainable, secure, healthy, and joyful.”
The Shiley School of Engineering has adopted the NAE Grand Challenges to inspire practical projects for students through the Grand Challenges Scholars Program (GCSP), The culminating experience of this program is a presentation by each of the scholars addressing their grand challenge during their time at the University of Portland.
We have one University of Portland GCSP graduate this year. The GCSP presentation will address the basic theme of continuing life on the planet and making our world more sustainable, secure, healthy and joyful.https://pilotscholars.up.edu/egr_project/1058/thumbnail.jp
