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Three Revisionist Viewpoints on the Nineteenth Century Cholera Epidemics: Applicable Perspectives for the COVID Crisis
No full textAuthor's Origina
Meeting Teachers with Mindfulness: The effects of a brief online mindfulness intervention on teacher stress and burnout
No full textA teacher mental health crisis has led to high rates of teacher attrition and mass shortages in education jobs (Swider & Zimmerman, 2010). As of 2023, 90% of public- school districts in the United States report struggling to hire new teachers and nearly half of public schools report understaffing issues according to the National Center for Education Statistics survey which included more than 1,3000 public schools (2023). When asked why teachers decide to leave their jobs, high stress and burnout are among the most cited reasons (Gray et al., 2017, Kim et al., 2021). Teacher mental well-being has a direct and positive affect on school performance and student well-being (Briner & Drewberry, 2007, Swider & Zimmerman, 2010). Therefore, a viable stress and burnout intervention that is cost- and time- effective, accessible, scalable and empirically sound is imperative to solving the teacher shortage crisis and benefitting both educators and students in public-school systems.
The level of stress that teachers experience has often been compared to that of doctors and the military (Gray et al., 2017). To alleviate feelings of stress and burnout in these other demanding jobs, mindfulness-based stress reduction (MBSR) has been well- documented as a successful intervention tool (Clough et a., 2017, Roser et al., 2013, Flook et al., 2013). Additionally, limited research shows that MSBR might also have success in decreasing levels of stress and burnout in teachers. Recent studies have piloted mindfulness interventions, both online and in person, with teacher populations globally and have witnessed promising success (Roser et al., 2013, Flook et al., 2013, Janssen et al., 2022). However, research has found that teachers are not only reluctant to reach out for mental health support due to fear of judgement regarding their job competency (McCarthy, 2019), but also lack the extra time in their daily schedules to seek mental health interventions such as therapy outside of school (Flook et al., 2013). Additionally, though occupational interventions have been shown to be more beneficial for teachers than personal interventions (Routsalainen et al., 2008), teachers often hold a bias against after-school trainings and view them as wastes of time, uninteresting, and not useful (Damianidou, 2019). Providing mental health care for educators while respecting their time constraints is necessary to benefit a greater number of teachers.This study aims to explore the stress and burnout levels amongst different types of teachers across various years of experiences, subjects, and grade level. This study also asks if a brief, one-session, online MBSR intervention will have a meaningful impact on stress and burnout levels for teachers.
The study hypothesizes that the brief online intervention using mindfulness will decrease levels of teacher stress and burnout and will show success for all types of teachers. This hypothesis was tested with an online study sent out to teachers through school district email listservs and social media websites. Levels of stress and burnout prior to and following the MSBR intervention were recorded using The Perceived Stress Scale (PSS) and The Maslach Burnout Inventory - Educator
Survey (MBI-ES), as well as self-reported rating scales. Baseline and post-intervention scores were collected and compared to access intervention effect
From Strassbourg To Hadamar: Nazi Psychiatry and Patient Biographies in Annexed Alsace (1941-1944)
No full textAuthor's Origina
The Spirit of Endurance: Spiritual Care and Long-Distance Running
No full textMaster of Divinity thesis project of Joy Castro-Wehr.Author's Origina
The Still Point of the Turning World: Advancing Polarity Theory and Praxis
No full textThis thesis explores the potential of polarity—mutually dependent opposites—as a transformative practice at both individual and collective levels. It outlines the framework of Integral Polarity Practice (IPP), originally conceived by John T. Kesler and further developed by the author. IPP is an embodied approach that draws from diverse contemplative traditions, Jungian therapeutic methods, developmental psychology, and other disciplines to reveal the creative tensions that pulse throughout human life. At its heart, IPP emphasizes the importance of discovering the “still point” between polarities—a space where polar tension gives way to spaciousness, creativity, and perhaps above all, love. Paradoxically, polarity practice becomes a path of discovering unity within multiplicity, ultimately radiating as “flowing oneness,” or “virtue.” Drawing on the work of contemporary polarity practitioners and theorists, this thesis situates IPP within the broader landscape of polarity frameworks, clarifying its distinct contributions and innovations. Through personal narrative, theoretical exposition, and experiential insight, the author presents IPP as an evolution in polarity understanding—both conceptually and practically. It argues that IPP offers a path of transformation capable of revealing the prior Wholeness to which all human beings inescapably belong.Author's Origina
Bhakti Yoga Conference: Grace in an Age of Distraction
No full textJoin us. Step into an extraordinary journey of love, devotion, and wisdom. This online conference series brings together prominent voices to explore the transformative path of Bhakti Yoga—the yoga of love and devotion.
Bhakti Yoga is more than a practice; it's a way of life. It's about cultivating a profound, personal connection with the Divine through love, humility, and selfless service. Open to all cultures and traditions, this universal path invites you to awaken the love within and express it in every facet of your life.
This conference is your opportunity to immerse yourself in the wisdom of sincere practitioners as they address the questions and challenges faced by us all. Expect thought-provoking discussions, actionable insights, and a deeper understanding of how to cultivate Grace in an Age of Distraction, and how to incorporate Bhakti Yoga in your daily life.
https://www.happyjackyoga.com/bhakti-yoga-conferenceAuthor's Origina
The Disputation of America’s Moral Authority in Nuremberg (sample chapter)
No full textThe Disputation of America’s Moral Authority in Nuremberg constitutes a chapter in the monograph entitled Service in the Shadow of Justice: The Legacy of the Black American Military Court Guards in the Nuremberg Military Tribunals. The full work demonstrates that the assignment of Black troops to security details at the historic Nuremberg Trials was both symbolic and significant in the Long Civil Rights Movement and within the activism surrounding the desegregation of the U.S. military. Dim perceptions surrounding the performance of the U.S. Army’s Black troops (pejoratively termed “the Negro Problem”) during WWII and the continuation of Jim Crow policies in the European Theater were factors in excluding these servicemen from earlier duty at the Trials which ran from 1945-1949. By 1946, Nuremberg had become a symbol for the strivings of American racial justice while the verdicts delivered at the International Military Tribunal precipitated calls for anti-lynching legislation. A confluence of events, including slowly staged advocacy work by the Black press and by antiracists from within the U.S. military, eventually brought Black troops into the courtroom as sentries while the service window and stakes in the Nuremberg legacy waned. America was at its finest postwar display in the Palace of Justice while simultaneously revealing a tension between its democratic ideals and actions. The Black U.S. military court guards of Nuremberg are situated in this complex and historic legacy.Author's Origina
Professors are the enemy: Two faces of academic freedom
No full textThe early twenty-first century has seen growing concern about risks to academic freedom in America and worldwide. To understand these issues, Part I of the paper distinguishes two threats to academic freedom. Restrictions on independent scholarship can arise from outside institutions of higher education, through state laws and external regulatory bodies. They can also be due to internal cultural processes within the academy which limit viewpoint diversity. What is the relationship between these embedded dimensions? The study theorizes that legal regulations can exert a direct effect on academic freedom and also have an indirect chilling effect, through encouraging practices of self-censorship. To address these issues, Part II draws upon the Varieties of Democracy Institute (V-Dem) Academic Freedom Index (AFI) in 179 nations worldwide. Net change in the Index is estimated since 2000 and it is illustrated by selected cases, including the United States. Part III builds upon this foundation to understand subjective perceptions of self-censorship within academia. Cross-national survey data from over 100 countries is used to examine the attitudes and behavior of scholars within the discipline of political science, a field dealing with issues at the forefront of culture wars in higher education. The conclusion in Part IV summarizes the core findings and considers their broader implications. The evidence suggests that 1) growing limits on academic freedom are associated with broader processes of backsliding in liberal democracy, evident in many parts of the globe. Equally importantly, legal constraints on academic freedom encourage processes of self-censorship, thereby silencing unorthodox voices, suppressing debate, and weakening viewpoint diversity in higher education. Institutions of higher education need to resist pressures on academic freedom to fulfil their classic mission of advancing human knowledge.Version of Recor