Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
The document discusses competing expectations and influences on doctoral education from different perspectives. It questions whether topics are driven more by knowledge economy goals or personal interests. Examining PhD in Higher Education students' topics, it analyzes how policy, management, and international factors may influence choices. It also compares operations and benchmarks between social science and natural science PhDs. Finally, it questions if alternative methodologies could promote social justice by focusing on lived experiences over policy implementation, and whether the "small" scale could address issues better than traditional approaches.
An ethics of becoming in a pedagogy for social justice - by Dirk PostmaBrenda Leibowitz
This document discusses a posthumanist perspective on pedagogy for social justice. It begins by discussing how protests are part of an ongoing revolution against neoliberalism and capitalism. It then discusses how posthumanism can enhance humanistic pedagogies by decentering the human and emphasizing becoming, affects, desire, and power. A posthuman pedagogy would focus on students' becoming-minoritarian through expanding their capacities to affect and be affected by others. The goal is to awaken students' desires and wills to become different than what is prescribed under neoliberal subjectification, in order to challenge exclusion and dominance.
This document provides an overview of applying anthropological approaches to organizational research and consultancy. It begins with definitions of anthropology as observing culture and social structures to understand human behavior and identities. Key anthropological principles discussed include ethnography, adopting a reflexive empathy-driven approach, and challenging engrained notions.
The value of anthropology to organizations is described as developing a deep understanding of an organization's culture in order to support organizational development, change navigation, and addressing cultural conflict points. Case studies on the anthropology of meetings and workplace wellbeing are presented to illustrate transdisciplinary ethnographic methods incorporating liminality, virtual ethnography, and arts-based projective techniques.
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
This document discusses the need for a social justice perspective in the Scholarship of Teaching and Learning (SOTL) in South African higher education. It notes challenges such as low throughput rates, underfunding compared to global North universities, and curriculum remaining derivative of colonial influences. A SOTL for social justice pays attention to issues of access, recognition of diverse knowledges, participation, and producing graduates who can contribute to just societies. Guiding philosophies discussed include capabilities approach, indigenous knowledge systems, and cognitive justice. The intended outcomes of applying SOTL for social justice include curriculum restructuring projects, capacity building workshops, and a concept document for the university.
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in th...Brenda Leibowitz
This document discusses how affect theory can inform theories of socially just pedagogy. It outlines three tenets of new pedagogy studies: 1) relationships are central to pedagogy, 2) culture and power relations shape pedagogy, and 3) pedagogy occurs in public spaces. The "affective turn" acknowledges that affects and emotions are shaped by power and politics. Incorporating affect theory into socially just pedagogies raises questions about the relationship between private and public spheres, and pedagogy's transformative potential regarding embodied and cultural norms. All pedagogies essentially structure emotions and are implicated in how knowledge transforms people within social contexts.
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
The document discusses competing expectations and influences on doctoral education from different perspectives. It questions whether topics are driven more by knowledge economy goals or personal interests. Examining PhD in Higher Education students' topics, it analyzes how policy, management, and international factors may influence choices. It also compares operations and benchmarks between social science and natural science PhDs. Finally, it questions if alternative methodologies could promote social justice by focusing on lived experiences over policy implementation, and whether the "small" scale could address issues better than traditional approaches.
An ethics of becoming in a pedagogy for social justice - by Dirk PostmaBrenda Leibowitz
This document discusses a posthumanist perspective on pedagogy for social justice. It begins by discussing how protests are part of an ongoing revolution against neoliberalism and capitalism. It then discusses how posthumanism can enhance humanistic pedagogies by decentering the human and emphasizing becoming, affects, desire, and power. A posthuman pedagogy would focus on students' becoming-minoritarian through expanding their capacities to affect and be affected by others. The goal is to awaken students' desires and wills to become different than what is prescribed under neoliberal subjectification, in order to challenge exclusion and dominance.
This document provides an overview of applying anthropological approaches to organizational research and consultancy. It begins with definitions of anthropology as observing culture and social structures to understand human behavior and identities. Key anthropological principles discussed include ethnography, adopting a reflexive empathy-driven approach, and challenging engrained notions.
The value of anthropology to organizations is described as developing a deep understanding of an organization's culture in order to support organizational development, change navigation, and addressing cultural conflict points. Case studies on the anthropology of meetings and workplace wellbeing are presented to illustrate transdisciplinary ethnographic methods incorporating liminality, virtual ethnography, and arts-based projective techniques.
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
This document discusses the need for a social justice perspective in the Scholarship of Teaching and Learning (SOTL) in South African higher education. It notes challenges such as low throughput rates, underfunding compared to global North universities, and curriculum remaining derivative of colonial influences. A SOTL for social justice pays attention to issues of access, recognition of diverse knowledges, participation, and producing graduates who can contribute to just societies. Guiding philosophies discussed include capabilities approach, indigenous knowledge systems, and cognitive justice. The intended outcomes of applying SOTL for social justice include curriculum restructuring projects, capacity building workshops, and a concept document for the university.
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in th...Brenda Leibowitz
This document discusses how affect theory can inform theories of socially just pedagogy. It outlines three tenets of new pedagogy studies: 1) relationships are central to pedagogy, 2) culture and power relations shape pedagogy, and 3) pedagogy occurs in public spaces. The "affective turn" acknowledges that affects and emotions are shaped by power and politics. Incorporating affect theory into socially just pedagogies raises questions about the relationship between private and public spheres, and pedagogy's transformative potential regarding embodied and cultural norms. All pedagogies essentially structure emotions and are implicated in how knowledge transforms people within social contexts.
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
Dualism, socially just pedagogies and shame in South African higher educationVivienne Bozalek
This presentation looks at how the mechanisms of dualism which support othering inferiorisation and interiorisation can be addressed through socially just pedagogies and how the politics of shame can be productive
Rob Pattman seminar at the University of JohannesburgBrenda Leibowitz
The document discusses a course on race taught at Stellenbosch University in South Africa. The course aims to teach race in a participatory way that challenges preconceptions about what race is. It uses humor to engage students with difficult topics and questions assumptions about what makes spaces and activities racially defined. Through activities, videos, and discussions, the course aims to show how race is a social construct rather than biological and to encourage students to cross racial divides. It provides insights into the dynamics of race through outsider perspectives and questions how unconscious racial thinking can reinforce segregation.
Can Social Realism Do Social Justice? Debating the Warrants for Curriculum Kn...edsrpp
This document discusses challenges to Social Realism's approach to curriculum selection. Social Realism argues that "powerful knowledge" from disciplinary communities should be prioritized in the curriculum. However, the document raises three key challenges:
1) Standpoint theory questions SR's view of disciplinary knowledge as objective, arguing knowledge is always partial based on one's standpoint. Considering multiple standpoints can lead to "stronger objectivity."
2) A Vygotskian approach argues life-world knowledge also has value and should interact dialectically with disciplinary knowledge in the curriculum.
3) Nancy Fraser's criteria for social justice require knowledge selection to not only redistribute knowledge but also recognize diverse knowledges and represent stakeholders participator
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
This document provides information about a graduate seminar course on the sociology of gender. The course will focus on feminist theory and the intersection of gender and sexuality studies. It will cover major trends in the literature, the relationship between gender scholarship and sociology, and how gender concepts are situated in relationship to history, culture, and the body. Students will analyze works by feminist sociologists and activists and how gender studies has evolved. They will also examine how gender and sexuality intersect with race and class. The document outlines required readings, assignments including reaction papers, leading a class discussion, and a final research paper, and the grading scale.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This document provides an overview of character education presented by Gary Walsh at the 2015 ResearchEd Scotland conference. It discusses why character education is important, what it entails, how it is implemented, whether programs are effective, and conceptual and ideological issues. Character education aims to develop students' character and values but can be defined narrowly around virtues or broadly as any approach that cultivates positive qualities. Research on character education programs shows mixed results, with some evidence of improved behavior but no consistent academic or social-emotional impacts. The field faces challenges around defining character, theoretical foundations, and ensuring programs further democratic rather than authoritarian goals.
Indigenous knowledge and cognitive justice: Towards a co-production of knowle...Carina van Rooyen
Presentation to SOTL@UJ on 11 September 2014. This was the third leg of the presentation; the other two was by Thea de Wet and Gert van der Westhuizen.
This document discusses different theoretical perspectives - positivist, interpretive, socially critical, poststructuralist, and feminist - that can inform physical education research. Each perspective is defined, and its strengths and weaknesses are outlined. The document cautions that theories should be empirically grounded and connected to important issues. It concludes that using multiple perspectives can provide richer insight than a single paradigm alone. Researchers should understand the perspectives underpinning their work and how theories relate to the overall research questions.
This document discusses different theoretical perspectives (paradigms) that can inform physical education research: positivist, interpretive, socially critical, poststructuralist, and feminist. It summarizes each perspective's definition, strengths, weaknesses, and connections to other perspectives. The conclusion emphasizes that researchers should understand how their chosen paradigm relates to their research questions and the "bigger picture," and that using multiple paradigms can provide richer insights than single paradigms. Researchers are cautioned against misusing theory for self-promotion or following theoretical fads.
The document discusses the need for educational research in South Africa to more deeply engage with theory in order to truly extend boundaries of knowledge. It argues researchers should use the rich context of South African higher education as an opportunity to enrich, rather than just apply, existing theories. The author advocates taking a sociological imagination approach - thinking critically about the interplay between individual experiences and social forces. This involves drawing on multiple perspectives, including from the global South, to have a dialogue that challenges dominant ways of thinking and better understands issues in their specific contexts.
This document summarizes Darren Cambridge's argument for using eportfolios for deliberative assessment. Some key points:
- Eportfolios can disrupt higher education by changing roles, pedagogy, programs, and student experiences, but this disruption allows for maximum impact if institutions embrace the implications.
- Assessment should make student learning visible to inform program improvements and demonstrate effects, going beyond just measuring minimum competencies to evaluating excellence and opportunities.
- Values like authenticity, integrity, and social responsibility are important but difficult to measure; eportfolios can capture students' reasoned stances based on evidence and put different positions into conversation.
- Deliberative eportfolio assessment moves from measuring outcomes to putting authentic
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
Dualism, socially just pedagogies and shame in South African higher educationVivienne Bozalek
This presentation looks at how the mechanisms of dualism which support othering inferiorisation and interiorisation can be addressed through socially just pedagogies and how the politics of shame can be productive
Rob Pattman seminar at the University of JohannesburgBrenda Leibowitz
The document discusses a course on race taught at Stellenbosch University in South Africa. The course aims to teach race in a participatory way that challenges preconceptions about what race is. It uses humor to engage students with difficult topics and questions assumptions about what makes spaces and activities racially defined. Through activities, videos, and discussions, the course aims to show how race is a social construct rather than biological and to encourage students to cross racial divides. It provides insights into the dynamics of race through outsider perspectives and questions how unconscious racial thinking can reinforce segregation.
Can Social Realism Do Social Justice? Debating the Warrants for Curriculum Kn...edsrpp
This document discusses challenges to Social Realism's approach to curriculum selection. Social Realism argues that "powerful knowledge" from disciplinary communities should be prioritized in the curriculum. However, the document raises three key challenges:
1) Standpoint theory questions SR's view of disciplinary knowledge as objective, arguing knowledge is always partial based on one's standpoint. Considering multiple standpoints can lead to "stronger objectivity."
2) A Vygotskian approach argues life-world knowledge also has value and should interact dialectically with disciplinary knowledge in the curriculum.
3) Nancy Fraser's criteria for social justice require knowledge selection to not only redistribute knowledge but also recognize diverse knowledges and represent stakeholders participator
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
This document provides information about a graduate seminar course on the sociology of gender. The course will focus on feminist theory and the intersection of gender and sexuality studies. It will cover major trends in the literature, the relationship between gender scholarship and sociology, and how gender concepts are situated in relationship to history, culture, and the body. Students will analyze works by feminist sociologists and activists and how gender studies has evolved. They will also examine how gender and sexuality intersect with race and class. The document outlines required readings, assignments including reaction papers, leading a class discussion, and a final research paper, and the grading scale.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This document provides an overview of character education presented by Gary Walsh at the 2015 ResearchEd Scotland conference. It discusses why character education is important, what it entails, how it is implemented, whether programs are effective, and conceptual and ideological issues. Character education aims to develop students' character and values but can be defined narrowly around virtues or broadly as any approach that cultivates positive qualities. Research on character education programs shows mixed results, with some evidence of improved behavior but no consistent academic or social-emotional impacts. The field faces challenges around defining character, theoretical foundations, and ensuring programs further democratic rather than authoritarian goals.
Indigenous knowledge and cognitive justice: Towards a co-production of knowle...Carina van Rooyen
Presentation to SOTL@UJ on 11 September 2014. This was the third leg of the presentation; the other two was by Thea de Wet and Gert van der Westhuizen.
This document discusses different theoretical perspectives - positivist, interpretive, socially critical, poststructuralist, and feminist - that can inform physical education research. Each perspective is defined, and its strengths and weaknesses are outlined. The document cautions that theories should be empirically grounded and connected to important issues. It concludes that using multiple perspectives can provide richer insight than a single paradigm alone. Researchers should understand the perspectives underpinning their work and how theories relate to the overall research questions.
This document discusses different theoretical perspectives (paradigms) that can inform physical education research: positivist, interpretive, socially critical, poststructuralist, and feminist. It summarizes each perspective's definition, strengths, weaknesses, and connections to other perspectives. The conclusion emphasizes that researchers should understand how their chosen paradigm relates to their research questions and the "bigger picture," and that using multiple paradigms can provide richer insights than single paradigms. Researchers are cautioned against misusing theory for self-promotion or following theoretical fads.
The document discusses the need for educational research in South Africa to more deeply engage with theory in order to truly extend boundaries of knowledge. It argues researchers should use the rich context of South African higher education as an opportunity to enrich, rather than just apply, existing theories. The author advocates taking a sociological imagination approach - thinking critically about the interplay between individual experiences and social forces. This involves drawing on multiple perspectives, including from the global South, to have a dialogue that challenges dominant ways of thinking and better understands issues in their specific contexts.
This document summarizes Darren Cambridge's argument for using eportfolios for deliberative assessment. Some key points:
- Eportfolios can disrupt higher education by changing roles, pedagogy, programs, and student experiences, but this disruption allows for maximum impact if institutions embrace the implications.
- Assessment should make student learning visible to inform program improvements and demonstrate effects, going beyond just measuring minimum competencies to evaluating excellence and opportunities.
- Values like authenticity, integrity, and social responsibility are important but difficult to measure; eportfolios can capture students' reasoned stances based on evidence and put different positions into conversation.
- Deliberative eportfolio assessment moves from measuring outcomes to putting authentic
Part of a writing course, this slide show outlines a way to analyse the beginning of a journal article, and then use talk to develop the focus on the contribution
What can possibly get from the 11.11 - 2014ThoughtWorks Live ChinaThoughtworks
The well-known 11.11 has now become a popular atmosphere that drew everyone’s attention. Then what kind of indication that we can possibly get from the data? This topic mainly discusses the major opinion coming from the data reports on that day and introduces the ecosystem of Big Data. It also reveals how Big Data affects and applies in traditional enterprises in 3 main stages.
Additionally, we will use 2 industrial cases to illustrate how Big date has helped enterprises in business revolution such as customers attraction, stores operation and multi-industry cooperation.
This document contains previews of various email marketing campaigns and event invitations created by Toolbox Design for clients such as Electrolux, Manitowoc Foodservice, and boutique hotels. It displays snippets of email content, images, and links to view full emails on topics like internal campaigns, events, promotions and recruitment. The document acts as a portfolio for Toolbox Design's email design work.
For a talk given for a class on collections at Tufts University, I outline why social media is relevant to museums, best practices for posting, and a handful of excellent examples of cultural institutions engaging their audiences online.
This document provides instructions for analyzing statically indeterminate beams using the matrix force method. It discusses:
1. Formulating the problem by selecting redundant reactions and determining the deflections of the primary structure due to applied loads.
2. Assembling the flexibility matrix relating deflections to applied forces at various points.
3. Setting up compatibility equations equating total deflections to zero and solving the equations in matrix form to determine redundant reactions.
4. Using the determined redundant reactions and equilibrium equations to calculate all reactions and internal forces for a given statically indeterminate beam problem.
Two example problems are provided to demonstrate applying the procedure.
Presentation for asbestos management system - ASKAMSLtd
Asbestos management system. Allows a dutyholder to store, edit, update and retrieve all of their information about the asbestos containing materials in a building.
This document is a resume for Rakesh Singh Bhadoriya. It summarizes his professional experience, education, skills, and personal details. He has over 11 years of experience in power plant operation, commissioning, erection, and maintenance. Currently, he works as a Lead Engineer (Mechanical Maintenance) at Maithon Power Limited, where he oversees maintenance activities. He holds a B.E. in Mechanical Engineering and is proficient in Microsoft Office applications and SAP. His strengths include communication skills, project management, and problem solving abilities.
3.3 Proyecto eTwinning Alfonso Mezquita 23042016Alfonso Mezquita
Este documento presenta un proyecto escolar sobre las tecnologías de la información y la comunicación (TIC) para estudiantes de 16 años. El proyecto tiene como objetivos explorar los temas de TIC de una manera transversal e interdisciplinaria, trabajando en equipos internacionales y utilizando las TIC. A lo largo de un curso académico, los estudiantes participarán en actividades como analizar los recursos TIC de sus escuelas, crear una página web y blogs para el proyecto, y examinar los conflictos gener
Let Me Tell You a Story: Finding the Narrative in Your Content MarketingJonathan Crossfield
Storytelling isn't just one of many creative options in the marketing toolkit. It is an essential part of communication. If your content doesn't guide the story, the reader's brain will create its own — and it might not be the story you want.
An exploration of how our brains really work, why story is the grammar of our minds and how you can get your message across more effectively by integrating storytelling techniques across everything you do.
- O HTML5 trará diversas melhorias na usabilidade e experiência do usuário através de novas tags e funcionalidades para mídia.
- Essas novas funcionalidades como microdados e marcação semântica podem ajudar os mecanismos de busca a entenderem melhor o conteúdo das páginas da web.
- À medida que o HTML5 se torne mais adotado, é possível que motores de busca passem a usar essas informações para melhorar os resultados de busca.
OFA 2015 - Online Resources to Improve Your Marketing & Your LifeSaffire
The document provides an overview of an event hosted by Aaron Pederson and Jeremy Emerson of Saffire Events to share online resources and tools to improve marketing and life. The agenda covers ten topics: social media, communication, productivity, organization, art & design, technology, life hacks, well-being, entertainment, and travel. For each topic, the document lists and briefly describes several apps and websites. It encourages attendees to share their business cards to receive presentation slides and provides contact information for Saffire Events.
Gender discrimination affects children's right to quality education in Nepal. The study explores how household resources are allocated differently between boys and girls due to socio-cultural gender preferences in Nepalese society. It involves interviews with 25 high school students in Chitwan district to understand their experiences. The qualitative data is analyzed to identify themes around how gender discrimination impacts boys and girls access to schooling. The research aims to inform policies to promote equal education opportunities in Nepal.
This document discusses providing culturally competent services to GLBTTIQQ (gay, lesbian, bisexual, transgender, transsexual, intersex, queer, and questioning) clients. It covers topics like understanding key terms, developing cultural competency, assessing for risks and needs of GLBTTIQQ clients, counseling approaches, working with families, making appropriate referrals, and advocating for GLBTTIQQ clients and employees. The goal is for organizations and professionals to be respectful, knowledgeable, and able to meet the needs of GLBTTIQQ individuals.
Au psy492 e_portfolio for amanda howardAmanda Howard
This document contains Amanda Howard's personal statement, resume, and reflections from her undergraduate ePortfolio. It summarizes that Amanda is pursuing a degree in psychology and goals of working with families and obtaining a master's degree. Her resume outlines experience in various healthcare roles over 10 years and skills in management, customer service, and medical assisting. Reflections demonstrate abilities in areas like critical thinking, interpersonal effectiveness, research skills, communication, ethics, and applying psychology principles.
Au psy492 e_portfolio for amanda howardAmanda Howard
This document contains Amanda Howard's personal statement, resume, and reflections from her undergraduate ePortfolio. It summarizes that Amanda is pursuing a degree in psychology and aims to work with families, eventually earning a master's degree. Her resume outlines experience in healthcare roles including home health aide and medical assistant. Reflections demonstrate skills in areas like critical thinking, interpersonal effectiveness, research, communication, ethics, and applying psychology principles.
1
Assignment 3
COMM 604
Socha
Research Partner Study Related Assignment:
Interviewing
Topic: Prospective LGBTQ+ Workers, Communication, and Employment
Overview
Reminders:
Employment processes:
1. Searching for jobs:
a. Recruiting
b. Career managing & supporting
2. Screening jobs
3. Applying for jobs
4. Interviewing for jobs
5. Accepting/Rejecting/Negotiating for jobs
6. Onboarding to jobs
7. Working at jobs:
a. Retention
b. Promotion
c. Work culture
i. Employee-Employee relations
ii. Employee-management relations
iii. Working conditions
Assumptions:
A. There are at least seven processes related to gaining successful employment: (1)
searching for jobs, (2) screening jobs, (3) applying for jobs, (4) interviewing, (5)
negotiating offer, (6) onboarding, and (7) working.
B. Communication is inherent in all employment processes.
C. Effective communication is a key factor in successful employment success in all stages.
D. Individuals’ identities (understanding of, confidence, experience, etc.) and self-
assessment (knowledge, skills, abilities etc.) are critically important factors in
employment processes for all individuals
E. Discrimination can and does occur during any and all of these seven processes.
F. Types of discrimination can include: age, disability, compensation, gender & sexual
orientation, genetic, harassment, national origin, parental status, pregnancy, race & color,
religion, and retaliation. See: Kulkarni (2020,
2
https://www.idealist.org/en/careers/discrimination-12-types) and US Equal Employment
Opportunity Commission (2022, https://www.eeoc.gov/discrimination-type
Assignment
A. Locate and recruit two participants who meet the following criteria:
1. Self-identify as LGBTQ+
2. Age-18 or older
3. Persona 1 – New to workforce interested in public sector
Persona 2 – New to workforce interested in private sector
Persona 3 – Has work experience interested in public sector
Persona 4 – Has work experience interested in private sector
B. Use the LGBTQ+ Employment Communication Study Interview Protocol (posted in
Blackboard) to conduct an interview via Zoom or phone.
C. If possible, record the interview. It is OK to not record but you must then take accurate notes
(using the protocol form).
D. Strictly follow all recruiting and interviewing protocols (per the IRB) reviewed in class.
E. Be professional and rep ODU MA-LSDC proudly.
F. Write up each interview as follows:
1. Date of interview:
2. Demographics:
3. Participants responses to each interview item. Be use the form.
4. Additional comments you might want to add about the interview:
Assessment Criteria
1. Participant meets all criteria. 5 pts
2. Complete (contains all elements for two interviews) 5 pts
3. Thorough [clear response (or non-responses) for all protocol items recorded] 5 pts
4. Fully follows IRB guidelines 5 pts
Communication, ...
Richard M UCEA 2022 Practice-Grounded Framework.pptxMeagan Richard
This document presents a framework for equity-oriented school leadership. It summarizes previous frameworks and their weaknesses, such as relying too heavily on theory and small sample sizes. The presented study aims to create a new framework based on interviews with 24 school leaders across the US. The framework identifies key domains of equity practice, including student-oriented, staff-oriented, family-oriented, and community-oriented work. Examples of leaders' equity practices are provided for each domain. The framework provides clear, accessible language for school practitioners and has potential applications for leadership preparation programs and future research.
Running head FORMULATING A DATA PRESENTATION BRIEF .docxwlynn1
Running head: FORMULATING A DATA PRESENTATION BRIEF 1
FORMULATING A DATA PRESENTATION BRIEF 3
Formulating a Data Presentation Brief
Student Name
Institution
Course
Date
A brief is a way of communicating to clients and stakeholders about the objectives of a business and what the business aims to achieve at the end. Formulating a brief provides information to clients and partners and thus it is important to provide the right information in a proper manner for the best results (Brigham, 2016). An effective data presentation brief utilizes the relationship between the presenter and the clients and ensures that it puts data in a clear and concise manner which is able to draw the attention of the audience and make them comprehend the data (Kirk, 2016). Data presentations may contain large volumes of variable data and using the right method to formulate a brief determines the ease with which the audience is able to understand, visualize the data and create interest in the project.
One of the methods of formulating an effective data presentation brief is through the use of charts. Charts provide an interesting way of presenting data to an audience. Charts have an advantage when presenting a data brief in that they enable presenters to display data in ways that are appealing to the audience (Kirk, 2016). This is because different charts like bar graphs can use different colors that are appealing which help to capture the attention of the audience (Kirk, 2016). In addition, bar graphs are easy to read, interpret and understand at a glance. One of the disadvantage of using charts as a method of presenting data briefs is that focusing on the visual aspects of charts as a way to make them attractive to the audience may end up camouflaging the data being presented which can make the audience to miss the objectives (Brigham, 2016). In addition, presenting complex data on charts may be boring to the audience. Another limitation with the use of charts such as pie charts is that they are limited to the number of variables that they can display and therefore, if the data contains numerous variables, they become inappropriate.
Using a Tedtalk can help in presenting data statistics to an audience. This is normally accompanied by some data slides. This method gives the presenter a golden opportunity to be more convincing to the audience through their display of confidence (Brigham, 2016). The presentation can win over the audience depending on the credibility of the speaker. This method might be a disadvantage if the presenter has poor communication skills and lack of confidence. Talking might also get the audience bored and make them fail to visualize the data.
The method of formulating a data brief presentation is very critical to the success of a presentation in terms of the ease in which the audience is able to visualize and comprehend the data.
Awareness of Low Socioeconomic Status & Socialization in ChildrenCassidy Meehan, BSW
This document discusses a research study exploring MSU Denver BSW students' knowledge about the effects of socioeconomic status (SES) on children. It begins with an introduction stating the problem of growing socioeconomic gaps and lack of public knowledge about SES effects. A literature review found SES impacts emotional awareness and parenting skills. The study aims to examine student attitudes and beliefs. A survey was administered to 26 students, finding most acknowledged low SES negatively impacts children's academics. Limitations included a small sample size. The conclusion determined flexibility and consideration of reliability and validity are needed to improve research execution and results analysis.
Witnessing domestic violence can have significant negative psychological and behavioral effects on children such as depression, low self-esteem, difficulty in school, and learning that violence is acceptable which may continue into adulthood. Exposure to violence can disrupt children's emotional development and stress response systems, especially if the abuse occurs before age 5. Children in homes with domestic violence live in a state of fear and have difficulties forming healthy attachments that hinders their social and emotional growth.
Maria is trying to understand why two boys, Joseph and Jamal, had a confrontation at school. She talks to Joseph to learn more. Joseph explains that he reacted aggressively towards Jamal because he didn't like the way Jamal looked at him. Maria recognizes this as an example of classical conditioning, where Joseph has formed an association between Jamal's look (the conditioned stimulus) and previous negative interactions with Jamal and others (the unconditioned stimulus), resulting in an aggressive reaction (the conditioned response). Maria aims to identify the stimuli influencing the boys' behavior to develop a strategy to reduce tensions between them.
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
cultural competency training for schools.ppsxNicoleRay24
The document discusses cultural competency as presented by the Commission on Human Rights and Opportunities. It defines cultural competency as understanding and valuing diversity while managing cultural differences. It explains that cultural competency is important for improving student outcomes, building relationships, and creating inclusive experiences. The document provides definitions of key terms like culture, ethnicity, race, and gender identity. It also discusses concepts like implicit bias, stereotypes, and microaggressions. Strategies for developing cultural competency include recognizing implicit biases, having an open mindset, respecting individuality, and involving diverse groups.
The document discusses Christina Alexander's educational background and career goals. It includes her resume, which outlines her experience in marketing, business ownership, and human resources. Her objective is to obtain an executive level position utilizing her skills and allowing room for advancement. She has a bachelor's degree in business management and psychology and is pursuing a PsyD in psychology and criminal justice to further her career goals in consulting, writing, and counseling within the criminal justice field.
Running head CAPSTONE COMPONENT PART 42CAPSTONE COMPONENT PA.docxtodd271
Running head: CAPSTONE COMPONENT PART 4 2
CAPSTONE COMPONENT PART 4 2
Capstone Component Part 4
Karen Crump
National Louis University
Course: HED 632, Student Development Theory
Instructor: Dustin Heuerman, Ed.D.
University of Nevada Las Vegas and Development of Social Identity and Gender Identity
Gender identity is the self-recognition of an individual's own gender about their traits. As early as three years of age, children start developing individual behavior that is linked to a specific gender, either female or male. In the early stages of childhood, gender identity is evaluated based on the interests that the children develop. Typically, male children are attracted to masculine objects and activities as toy cars and toy guns.
On the other hand, small girls tend to be attracted to soft toys such as dolls and colorful items. Social identity refers to who particular regard themselves to be based on the social groups they often engage with, or they were born to. The development of social status is mainly dependent on the characteristics of the group that an individual identifies themselves with, (Wood & Eagly, 2018). A person's behavior is mostly influenced by their decision to conform to certain social groups. At older ages, gender identity can be expressed through hobbies and interests in individual careers while social status can be expressed mainly through dress code.
The University of Nevada, Las Vegas, a public research university, introduced a program to address gender, race, and identity. The program offers the opportunity for scholars and learners to explore and study extensively about social status as well as gender identity. Setting up an entirely autonomous department for the program has promoted successful research into the issues that revolve around gender identity and social identity. The University also offers a range of courses in the field of gender, race, and identity and has continuously produced intellectuals in this specific field, (Coates, 2015). The LGBTQ community has fully been recognized by the institution since 2015. Members of the LGBTQ community often get counseling services from the institution's counseling department. Despite the University's commitment to promoting free gender expression, the institution has often failed to safeguard the freedom of expression for the LGBTQ community. Several cases have been reported where members of the LGBTQ community have been harassed or stigmatized within the institution. There lack clear guidelines and policy that dictates the action to be taken against perpetrators of gender harassment within the University (Harry & Watson, 2017).
However, it is imperative to note that the University of Nevada has remained firmly committed to the development of gender and social identity. Funding of research and support of gender-related programs by the University has played a significant role in promoting and spreading awareness on identity-related issues both within and.
This document summarizes a webinar on building effective cross-cultural mentoring relationships. It discusses research showing that while same-race matches can provide comfort, cross-race relationships can expand views when cultural issues are addressed. An in-person training agenda was presented that focused on cultural self-awareness, understanding obstacles and solutions, and recommendations for matching mentors and mentees across differences. Resources on cultural competence were provided to help nurture diversity in relationships. The goal was to contribute to ongoing discussion on integrating culture into youth mentoring.
Mixed Heritage Student Development: An Educational ExplorationSuzanna Farner
This document summarizes interviews conducted with mixed heritage college students about their racial identities. It discusses the interview questions, profiles three students with different mixed racial backgrounds, and analyzes themes that emerged from their responses. Some prominent themes included racial identity being a choice that depends on environment; students adopting situational identities that change based on their surroundings; and factors like physical appearance, social expectations, generation, and family influencing how they see themselves. The document examines implications for understanding how students make sense of their identities and for creating supportive environments on campus.
PPP Slide support for CSE Lesson 1 no video.pptxChante Cabantog
The document provides an overview of a teacher orientation on Comprehensive Sexuality Education (CSE). It defines CSE, outlines its core contents and standards, and describes the roles of teachers, health providers, and parents in implementing CSE. The orientation covers topics like puberty, relationships, sexual health, and developing life skills to help empower youth.
The document discusses gender, gender equality, and strategies for promoting gender mainstreaming. It provides definitions for key terms like gender, sex, and gender equality. It also outlines 6 steps for implementing gender mainstreaming, including developing an understanding of gender equality, conducting a gender analysis, planning and organizing gender development work, auditing from a gender perspective, implementing programs/activities, and evaluating outcomes from a gender perspective. Challenges to gender mainstreaming include defining what behaviors to measure, ensuring safety and ethics, and overcoming lack of awareness, commitment and knowledge of equal opportunity policies.
1) The document outlines an agenda for a training workshop on Gender and Development (GAD) Sensitivity Training. It includes various icebreaker activities, discussions, and presentations on topics related to understanding gender, gender roles, stereotypes, and mainstreaming gender in development.
2) Key topics that will be covered in the workshop include differentiating between sex and gender, exploring gender stereotypes and concepts, understanding gender discrimination and roles, and defining gender mainstreaming as a development strategy.
3) The workshop aims to develop participants' basic understanding of GAD and its benefits, as well as make them familiar with gender-responsive approaches to education.
This document provides an outline for a presentation on access and equity in higher education from an international perspective. It includes an introduction to the speaker, Dr. Lisa Lucas, and her background in sociology and higher education. It then outlines several international projects and research studies related to access and equity in higher education that Dr. Lucas has been involved in, including the EC ACCESS4ALL project, the WUN 'Challenges of Access and Equity' project, and the ESRC/NRF SARiHE project focused on rural students in Southern Africa. The document concludes with some discussion points around challenges of access for underrepresented groups, developing an inclusive university culture and curriculum, and the role of educational and staff development.
1 dec 2015 so tl@uj mini conference presentation-critical response to the pap...Brenda Leibowitz
This document outlines 10 lessons learned from papers on social justice pedagogies and poses 3 unanswered questions for future work. The lessons indicate that there are no exemplar models of social justice pedagogies, they cannot make education completely safe, and involve vulnerability and difficult knowledge. They are also sites of politics that interrupt social injustices and psychologization of students while creating spaces of progress. The unanswered questions ask how explorations of curriculum and pedagogy can become sites of ethical and political transformation, how social justice pedagogies can resignify responsibilities, and how biopolitics emerge in constructing students' identities.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
This document summarizes a study on the experiences of black women academics in South African higher education. The study interviewed 16 black women academics across 4 institutions, 2 research-focused and 2 teaching-focused. It found that black women academics felt a greater burden of proof at previously white universities. The culture of their work groups and having mentors also influenced their experiences. Family and school backgrounds played a role in their trajectories through higher education. A sense of self was important for navigating institutional culture and shaping one's career path.
This document summarizes findings from a study on professional development opportunities for teaching at the University of Cape Town (UCT). It finds that while UCT provides many PD opportunities, academics are intrinsically rather than extrinsically motivated to participate. There is a perceived mismatch between senior management emphasizing research and the importance of teaching. Academics see risks to participation including sacrificing research time, wasting time on irrelevant activities, being seen as needing help with teaching, or being labeled as a "teaching person." Non-participation also carries risks such as not keeping up with new ideas or missing out on networking opportunities. The incentives and messaging around teaching versus research are unclear.
presentation at annual Higher Education Learning and Teaching Association of Southern Africa (Heltasa) conference at the University of the Free State, November 2014
Transitions to and from First-Year – Multiple Challenges for the First-Year L...Brenda Leibowitz
This document discusses transitions experienced by first-year lecturers and students. It explores different perspectives on conceptualizing transitions, such as challenges, milestones, or foundations. It also discusses theories related to agency, competence, and the constraints on human potential. Finally, it presents various teaching approaches that could be used, such as rules-based, experiential learning, collaborative learning, and apprenticeship models.
Academic Literacy as a Graduate Attribute: Implications for Thinking about Cu...Brenda Leibowitz
This is a presentation I gave at a conference at North West University, Mafikeng, on Academic Literacy as a Graduate Attribute, and the implications for curriculum, design and professional development.
This document discusses the affective turn in pedagogy and research. It explores the perspectives of Spinoza, Deleuze, Guattari, Massumi, Zembylas and others on affects, emotions and the relationship between body and mind. The key ideas are that we are products of affects and powers; affects are autonomous and precede emotions; and affective practices, communities and witnessing can support just pedagogies and political transformation. The affective turn offers transformative possibilities for teaching, learning, indigenous knowledges and developing citizenship.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Justice and equality
Inequality in/through education is unfair. It is a denial of the possibility for everybody’s human capabilities to
develop:
• Educational inequalities reduce our capabilities to function as human beings, as well as our resources to act
and participate in this world.
• We should pay attention to in/equality of capability in higher education across dimesnions of ‘resource
inequality’’ (unequal resources to at) and ‘existential inequality’ (unequal personhood) (Therborn 2013).
• We can lay these dimensions across an axis of accessing, experiencing, achieving, and aspiring capabilities,
and a financial/resource axis.
Women’s narratives
• interweaving of well-being, aspirational pathways, agency actions, conversion factors
• intersectionality
• critical agency
• gender structures
Rethinking first round data capabilities of: 1) safety and bodily integrity, 2) dignity and respect, 3) voice, 4)
knowledge and higher education.
5. Capabilities &functionings (well-being) and
agency freedoms
• Well-being: freedoms to chose to be and to do in all the plural ways
the person has reason to value
• Agency: being able to act towards valued goals and commitments;
well-being depends also on how a person achieved her functionings
and whether she was active in the process of achieving these
functionings or not (who decided?).
6. Aspirations
• Appadurai (2004); aspirations as forward looking; aspirations are not
simply individually formed but always culturally and socially
embedded, enabled and constrained through social relations ‘in the
thick of life’; aspirations and voice = agency; aspirations are thinner
under conditions of poverty - ‘capacitation’
• Ray (2003) ‘cognitive neighbourhood’ and ‘aspirations window/gap’ –
similarity, information, ‘statistical calculations’
• Conradie and Robeyns (2013): aspirations as capabilities selecting and
agency unlocking
8. Table 1: Biographical data (with pseudonyms)
Name Race/
Ethnicity
School Mother’s occupation Housing/
Neighbour
Hood
University field of
study
Funding FG Lives on/
off campus
Buhle Black Xhosa Model C,
English
Hons in Education and Theology
degree.
Rural Agriculture Parents No On
Nadia White
Afrikaans
Model C,
dual
Pre-school teacher Town Theology Parents No On
Relebohile Black Sotho Model C,
English
Hons degree in education; principal Town Corporate
Marketing and
Comm
Parents No Off -
parents
Sarah White
Afrikaans
Model C,
English
Teaching, counselling, studying
towards psychology hons degree
Town Psychology Bursaries (Govt
then NRF and
merit)
No On
Thandi Pedi/
Tswana
Private,
catholic
Accountant; step-mother: teacher Township Botany Bursaries No On
Jessica White
Afrikaans
Model C,
Afrikaans
MSc Agriculture – housewife. Rural (farm) Political science Parents No On
Dineo Black Sotho/
Tswana
Township Grade 1/2 education, works as
domestic worker
Township Education Govt bursary Yes Off
Khetiwe Black
Swati/Zulu
Township
Catholic from
grade 10
Mother: Gr 8 education, domestic
worker
Township Psychology Financial aid,
applies for loans
and bursaries
Yes On and off
Thumi Black Xhosa Township Gr 10, works as cleaner Township Business
management
Financial aid –
applying for
bursaries
Yes Off
9. Table 2: Conversion factors
Name Schooling quality Higher education processes, Funding Access to on campus
activities
Buhle good Positive. Agriculture PG and food security. Had
planned to do theology after agriculture but
chose PG study in food security, aspiration to
work with the UN, h also working with young
unemployed people teaching them framing.
Very gender aware because of her sexuality
and how it is received by her family.
Parents Yes, leadership involvement
Nadia good Positive for her theology degree (although had
wanted to study drama) and in future plans to
do missionary work in some form, aspirations
shaped strongly by her religious faith
Parents Yes but not much involved
Relebohile good Positive, doing her honours, wants to do
masters in cape Town
Parents No, lives with parents. Wants
to be independent of parents
Sarah good Positive but initially unclear, did journalism then
psychology honours, planning to do masters in
counselling psychology.
Bursaries Yes but not much involvement
10. Table 2: Key Conversion factors cont.
Thandi good Positive, changed from microbiology to botany
and future PhD; gender aware regarding limits
placed on women scientists but rejects this and
feels university encourages her.
Bursaries Yes but not much involvement
Jessica good Positive for her politics degree but experience of
sexual harassment by lecturer; wants to make a
difference for women
Parents Yes, leadership involvement
Dineo Poor, could not do
medicine so choose
teaching but teachers
not supportive of this
choice
Positive for teacher education and wants to do
PG study in zoology and PhD and lecture one
day
Govt bursary No
Khetiwe Poor
(3 years at good
school). Lack of info re
choices
Positive for degree but has yet to complete BA in
psychology
Financial aid, applies
for loans and bursaries,
struggles
No
Thumi Poor, lacked info re HE,
underprepared when
she started
Positive for degree, thinking about doing PhD
(but still wants to be a CA one day)
Financial aid – applying
for bursaries, struggles
but helped by Dept.
No
12. Experiencing higher education
• Getting an education, getting a life, getting established, starting your
career and just being independent... you can stand up for yourself
now.…The more you are educated the more liberated your mind is
and you see things in a different way….and you realise, my goodness,
there's still more that I can achieve….. I think back, especially with my
cousins… especially when you've grown up in the township and
you've lived there, you were born there and you've lived there for so
long….You're thinking around within that box, and you don't know it.
(Thandi, February 2015)
13. Clustering six creative capability dimensions
• From earlier data rounds: four capability dimensions (i) safety and bodily
integrity, ii) dignity and respect, iii) voice, and iv) knowledge and
education).
• Now:
1. affiliations with others and concern for others, including dignity, respect
and recognition’[dignity and respect ]
2. resilience [added]
3. aspiring to a better future [added]
4. Bodily safety and bodily integrity (including gender awareness)
5. voice
6. knowledge and [higher] education
15. To conclude…..
• As a valued capability in itself (strongly valued by women), higher
education has the potential to reduce the impact of disadvantages to
build individual capability sets, strengthen agency and empower
women students This in turn, shapes and reshapes aspirational
pathways towards what people have reason to value, thereby
contributing not constricting well-being.
• Universities need to pay [more] attention to gendered cultures and
norms which are shaping identities perhaps in subtle and not well–
recognised ways but nonetheless laying down or reinforcing patterns
of identity and accommodation, which may not serve women well in
the future.