Basics of qualitative research: Grounded theory procedures and techniques

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Politeness: some universals in language usage

Where's the Learning in Service-Learning?

Attitudes toward men's violence against women shape both the perpetration of violence against women and responses to this violence by the victim and others around her. For these reasons, attitudes are the target of violence-prevention campaigns. To improve understanding of the determinants of violence against women and to aid the development of violence-prevention efforts, this article reviews the factors that shape attitudes toward violence against women. It offers a framework with which to comprehend the complex array of influences on attitudes toward violent behavior perpetrated by men against women. Two clusters of factors, associated with gender and culture, have an influence at multiple levels of the social order on attitudes regarding violence. Further factors operate at individual, organizational, communal, or societal levels in particular, although their influence may overlap across multiple levels. This article concludes with recommendations regarding efforts to improve attitudes toward violence against women.

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Factors influencing Attitudes to violence Against Women

Researchers have emphasized the significant roleof rape myth acceptance in individuals' predispositionto engage in sexually aggressive behavior, includingrape. The purpose of this study was to examine the current state of rape myth acceptance incollege students and the factors which differentiatedacceptance vs nonacceptance of rape myths. One hundredfifty-eightprimarily Caucasian respondents were provided with two measures of attitudes towardrape and asked the degree to which they agreed ordisagreed with each statement. Results indicated thatcollege students reported disagreement with rape myth statements. However, variations in the degreeof disagreement emerged; men and individuals who had notattended a rape awareness workshop expressed weakerdisagreement with rape myths than women and individuals who had attended a rape awareness workshop.Discriminant analysis of these variables successfullyidentified a core set of rape myths which differentiatedindividuals in terms of the degree to which they subscribed to rape-supportive attitudes.Conclusions were drawn regarding rape myth acceptanceand the need for further research.

Rape Myth Acceptance in College Students: How Far Have We Come?

To understand how institutions are currently facilitating the service-learning movement, a survey was sent to 225 randomly selected colleges and universities with membership in their state campus compact organization. The survey data demonstrated a growing commitment in higher education to teaching and learning activities that extend the life of the campus into the greater community. Analysis of the data revealed the extent of the resources provided for service learning as well as the attitudes of faculty, students, and administrators toward a service-learning philosophy. Recommendations from the study regarding the implementation and promotion of service learning within campus communities are provided.

The Relationship between Institutional Support and Campus Acceptance of Academic Service Learning

A major shift in university course work involves activities outside the traditional classroom in which students are required to apply knowledge from the coursework in real-life service-learning environments. Such complex learning contexts generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. All students learned and all students encountered disquieting experiences; however, only half the participants exhibited varying levels of transformative learning.  Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one thinks about new information and experiences. The results further suggest that a framework of iterative service experiences, grounded in course content, readings, faculty-student-community dialogue, and continuous, thoughtfully designed, reflective practice can maximize transformative learning potentials. Future research should continue to explore how service-learning is experienced by individual participants and what contextual factors are essential for increasing the likelihood that transformative learning will occur.

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Evidences of Transformative Learning in Service-Learning Reflections

Service learning is the blending of service and learning goals in such a way that the two reinforce one another. It connects student service with traditional classroom instruction, learning, and reflection. Service learning is a philosophy of education, as well as a service to the community.

Service Learning: Connecting Citizenship with the Classroom

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Shelly S Hinck

Papers

Rape Myth Acceptance in College Students: How Far Have We Come?

The Relationship between Institutional Support and Campus Acceptance of Academic Service Learning

Evidences of Transformative Learning in Service-Learning Reflections

Service Learning: Connecting Citizenship with the Classroom

Service Learning: Connecting Citizenship with the Classroom