Project Portfolio: Connecting Women With God Through Reflective Spiritual Practices

Although there are various learning offerings within the context of the church, women can experience a disconnect between the head and the heart, between knowing about God and knowing God. The women involved in this study hunger for greater intimacy with God. They attend weekend worship services and weekly church Bible studies. Yet, they say they know there is more of God, desire to know Him more profoundly, and are searching for a deeper relationship with Him. The roots of the practices used for spiritual formation today are found in the ancient rhythms of the desert mothers and fathers of the third and fourth centuries. While they lived in a cultural, social, and relational setting vastly different from today, they sought to live out their faith and deepen their transformation into Christlikeness. These practices have ushered people into the presence of God and helped them create deeper intimacy with Him for centuries. Allowing for the culture of today, much can be learned by returning to the ancient practices of the desert mothers and fathers. Those practices can teach women to allow space to be present before Him; to be quiet, contemplative, and prayerful; and to provide experiences for these women they have not yet had. This study focuses on women’s ministry groups within large, conservative, evangelical churches. These churches typically provide small group Bible studies, periodic serving opportunities, and yearly conferences where women enjoy fellowship and learning yet still search for more depth in their relationship with God. The Doctoral Project is a small group curriculum that introduces women to spiritual practices and rhythms and emphasizes that spiritual formation is an ongoing process that occurs when our lives are centered on Jesus. The curriculum contains teaching, individual practice, reflection, group sharing, and suggestions for continuing to use these spiritual practices

Lifeskills and Generation Z: Equipping for Holistic Development, Societal Engagement, and Post-Pandemic Resilience

This dissertation conducts a thorough examination into the integration of life skills with a faith-based approach. Rooted in theological foundations and biblical exemplars, this study explores how these qualities can serve as a catalyst for transformative change amongst Generation Z. By examining theological principles and drawing inspiration from biblical narratives, this study seeks to demonstrate their practical relevance in addressing the complex socio-cultural and spiritual challenges faced by Generation Z. Moreover, Parachurch ministries play a significant role in fostering these skills, equipping Generation Z to become agents of positive change and social healing, fostering their holistic development, and empowering them for effective engagement in society. Further, it explores how these ministries can provide Generation Z with the necessary tools to navigate the post-pandemic world.By incorporating life skills training, such as adaptability, resilience and digital literacy, Generation Z can develop the abilities needed to overcome adversity and to thrive in uncertain times. Soft skills training is equally important in the context of post-pandemic recovery. Effective communication, collaboration, empathy, and cultural sensitivity are essential for Generation Z to engage in community rebuilding and reconciliation efforts. The dissertation also examines the specific context of American missions in Barbados. It explores the unique challenges and opportunities in this cultural setting, considering such factors as local customs, socioeconomic disparities, and historical legacies. By adapting life and soft skills training to the specific needs of Barbadian communities, American missions can effectively contribute to the holistic development and resilience of Generation Z in Barbados. This comprehensive exploration contributes to a deeper understanding of how faith-based life skills can positively impact both the missions outreach landscape and the well-being of the African Diaspora. It serves as a guide for faith-based organizations, missionaries, and community leaders seeking to bridge the gap between faith and transformative change

The Archbishopric of Ohrid in the Mnemohistory of the Church: A Bulgarian Historiographical Perspective

After the fall of Bulgaria under Byzantine rule in 1018, the Bulgarian Patriarchate was downgraded in rank by the decrees (sigils) of Emperor Basil II from 1019–1025. It was declared a Bulgarian autocephalous archdiocese with its seat in Ohrid, the last Bulgarian capital and the former seat Bulgarian patriarch. The diocese, its Bulgarian nationality, and the rights of its First Hierarch were defined by three sigils of Emperor Basil II, which outlined the rights of the Ohrid Archbishopric. In sources from the 11th-12th centuries, it is referred to as the Bulgarian Archbishopric. Its independence from the Patriarchate of Constantinople was regulated by these three sigils until 1020. Initially, the archdiocese covered 31 bishoprics across the entire territory of Bulgaria, excluding part of Thrace. The first archbishop was John of Debar, a Bulgarian monk from the Bigor Monastery “Saint John the Theologian”. However, after his tenure, this rule was violated, and Greeks occupied the chair, with the number of bishoprics being reduced. Gradually, the Ohrid archdiocese acquired the status of a multi-ethnic church under the influence of the Patriarchate of Constantinople. The last Archbishop of Ohrid was Arsenius II, who served until 1767 when the Archbishopricof Ohrid was dissolved, and the diocese was annexted to the Metropolinate of Drach. From 1776, the diocese was joined to the Prespa Metropolitanate, and until 1878, there were only Greek bishops in Ohrid

Virtual Reality Exposure Therapy for the Houseless Population

Virtual reality exposure therapy (VRET) is currently a practical, empirically based treatment used by researchers and clinicians to treat a variety of mental health concerns. However, its ability to meet the needs of financially vulnerable and underserved populations, such as the houseless community, is still unknown. This study addresses the knowledge and treatment gap by offering VRET to the houseless adult population in the Pacific Northwest area, hypothesizing that exposure to VRET would decrease participant symptomology while increasing overall well-being and affinity for the method. Furthermore, it is hypothesized that attrition rates will be the same or lower while retention rates will be the same or higher than that of the general population. A free 10-week VRET was offered to participants of a houseless population to assess these hypotheses. Outcomes were measured through self-report and evidence-based measures conducted before, during, and after each VRET session. Results suggested that VRET significantly changed symptomology, providing overall improvement and lessening the intensity and presence of anxiety and post-traumatic stress disorder (PTSD) symptomology. Satisfaction with this method started high and was maintained throughout treatment, indicating an overall affinity for VRET among this population. Mixed results were found when assessing participant well-being, gauged by PTSD and anxiety treatment outcome measures. However, this could have been skewed due to lower retention rates, a common barrier for mental health services among the houseless population, resulting in missing data. Lastly, attrition rates were compared to the national average, which was higher than the expected houseless average due to barriers. Attrition rates after the initial intake were lower than average for anxiety and average for the PTSD group, indicating that the houseless population returned for VRET on average more than is expected among the national average of even the general population. This study offers this population critical, evidence-based, efficient, and cost-effective mental health treatment options, filling the gap in research for the mental health community regarding whether VRET is a beneficial intervention in improving mental health outcomes for the houseless population

Analyzing the Perceived Increase in Anxiety amongst Students at the Dalles Middle School

The purpose of this qualitative exploratory study is to gain a greater understanding of the root causes of the perceived increase of anxiety amongst middle school students at The Dalles Middle School (TDMS). Students, along with their parents/guardians, are reporting increased anxiety that is preventing them from attending school, completing homework, taking tests, being around peers, and much more. It is imperative to gain a deeper understanding of what is creating higher levels of anxiety amongst adolescents which would allow public schools to implement data-driven interventions at multiple different levels that will begin to hopefully mitigate these high levels of anxiety. Staff members could use proven techniques from data that can be immediately used in a school setting. Having interventions that could be used at the classroom, building, and district levels respectfully could drastically impact the environment of a school district at the micro and macro level, while also impacting an entire community. Public schools would also be able to host informative sessions throughout the school year for parents, guardians, and families that discuss these issues, including providing short-term and long-term strategies that could be used at home. Most importantly it would teach students executive skills of how to deal with anxiety that could be used for the rest of their lives. The Student Assistance Team (SAT) will meet to begin working on the problem of understanding the perceived increase in anxiety among students at TDMS. The SAT team will use a qualitative method called the 5 Whys (Mind Tools, 2022; Rajeh, 2020). The 5 Whys allows participants to examine a particular problem and work towards understanding the root causes of this problem. The main goal of the 5 Whys is to continue to ask the question of “Why” is this problem occurring? The data of these work sessions will be recorded by an application on an iPhone called Evernote. The data collected will then be analyzed and coded accordingly based on the findings. The SAT will meet again to participate in another qualitative method called a Fishbone Analysis (Kane, 2018). The objective of the research will remain the same focusing on the perceived increased levels of anxiety among students at TDMS. The Fishbone analysis will allow the SAT members to begin looking at the cause and effect of perceived higher levels of anxiety. SAT members will work through multiple drafts of the visual Fishbone Diagram over several weeks. The goal is to collect a minimum of 5-7 different drafts of the Fishbone diagram. After this, the data will then be coded and sorted accordingly

Review of Inkling, Historian, Soldier, and Brother: A Life of Warren Hamilton Lewis

Review of Don King, Inkling, Historian, Soldier, and Brother: A Life of Warren Hamilton Lewis (Kent, OH: Kent State University Press, 2023). 193 pages, including Epilogue, Notes, Bibliography, and Index. $45.00. ISBN 9781606354506

Review of The Major and the Missionary: The Letters of Warren Hamilton Lewis and Blanche Biggs

Review of Diana Glyer, ed., The Major and the Missionary: The Letters of Warren Hamilton Lewis and Blanche Biggs (Nashville: Rabbit Room Press, 2023). 277 pages, including “Afterword” and Index. $18.00. ISBN 9781951872205

Culturally Responsive Teaching: High School Teachers Reflecting on Multicultural and Global Education

This study explored the challenges and benefits teachers face in implementing culturally responsive teaching, multicultural education, and global education and their impact on student learning, community integration, and sense of belonging. Through qualitative narrative research, I investigated how high school educators could create inclusive classroom environments. Four high school teachers from a suburban high school in Oregon, aged 21 or older, participated in semi-structured interviews focused on culturally responsive teaching, multicultural education, and global education. The research aimed to uncover high school teachers’ experiences across different career stages, offering insights to support educators and inform policy and teacher preparation programs, as well as potentially refining training for diverse classrooms. Thematic analysis provided understanding of diversity navigation skills, stressing the need for explicit training in global education. Narratives highlighted dedication to improving teaching practices, valuing diversity, and acknowledging challenges in achieving cultural inclusivity. The study suggested continuous learning and effective training to foster inclusive, diverse, and respectful educational environments. Teachers showed increased awareness and commitment to creating inclusive learning environments through CRT training and integrating multicultural and global education into their practices. Challenges included the need for targeted training and addressing gaps in cultural responsiveness. The study emphasized recognizing and valuing diversity, underlining the importance of continuous learning and professional development to establish a positive and inclusive school atmosphere

Review of Aleksandra Djurić-Milovanović\u27s, “The Untold Journey of the Nazarene Emigration from Yugoslavia to North America“

A review of Aleksandra Djurić-Milovanović, “The Untold Journey of the Nazarene Emigration from Yugoslavia to North America“ Lexington Books, 2024, 158 pp. ISBN: 978-1-66692-276-

Hamstring Tendons Don’t Lie #EccentricsDontExist

Research done on the plantarflexor MTU have shown the degree of achilles tendon and muscle fascicle shortening/stretching is specific to demands of the activity. To expand on this principle, we wanted to explore if a similar relationship exists with the Biceps Femoris MTU. We predict that the biceps femoris (long head) muscle tendon unit (MTU) will behave similarly to the Achilles tendon complex exhibiting the 80/20 principle during dynamic activities (jogging, walking) and the muscle fascicle will lengthen more than the MTU during stationary exercise (Nordic hamstring curls, Romanian deadlifts)