CAS Monthly Newsletter February 2024

Key Dates for February IN THIS ISSUE DEPARTMENTAL UPDATES Study Abroad Opportunities Faculty & Staff Appreciation Week VACD News International Center for Trauma Education & Care English Deportment Student Poetry Published in Spectrum Desmond Murray Appointed to American Chemical Society\u27s Minority Affairs Committee JWL Poetry Reading ACADEMIC & PROFESSIONAL DEVELOPMENT Research Deadlineshttps://digitalcommons.andrews.edu/casnews/1005/thumbnail.jp

The Student Movement Volume 109 Issue 5: Cowboys and Cafeteria Catastrophes

HUMANS Student Workers Allege Mistreatment of Dining Services Employees, Andrew Francis Fall Break Festivities!, Interviewed by Andrew Francis AU Student Missionary Adjust to Life in Kenya, Marco Sciarabba ARTS & ENTERTAINMENT Be Quiet! \u27Romeo + Juliet,\u27 Broadway and Theater Etiquette, Aiko J. Ayala Rios Good Grief! The Essence of Childhood in \u27It\u27s the Great Pumpkin Charlie Brown\u27, Corinna Bevier Introducing the AU English Department, Audrey Lim If Wit Is Your Taste, Maggie Smith Served Up a Feast, Ember Clark \u27Megalopolis\u27 Is a Captivating Train Wreck, Finnegan Blake NEWS AUSA Hosts Annual Barn Party, Melissa Moore Andrews University Students and Alumni Win Communication Awards, Isabella Koh IDEAS Is Space Exploration Necessary?, Amelia Stefanescu PULSE Coffee, Anyone?, Madison Vath LAST WORD Line Drive in the Gap, Andrew Francishttps://digitalcommons.andrews.edu/sm-109/1004/thumbnail.jp

Teachers\u27 Accountability for Student-centered Learning in Adventist Secondary Schools in West Kenya Union Conference: Toward Better Learning Outcomes

This study probes the association of teachers’ accountability for designing a student- centered curriculum with student’s academic achievement in the Adventist secondary schools in the western Kenya region. It was found that teachers in high-performing schools are more accountable for student-centered learning implying that accountability results in better learning outcomes

Hope Channel Bible Help Desk

In this episode of Bible Help Desk, we are focusing on the following questions: - What does the Bible say about Dinosaurs - Does an Idle person Tempt the Devil to Tempt him? - Explanation of Acts 2:38, and becoming Rebaptized - Why is there a Final Judgement If God has Already Forgiven Us? - Are the Three Readings Regarding the Demon Possessed man who Jesus Healed the same

“YOU HAVE BECOME TO ME A DECEITFUL BROOK” – JEREMIAH’S CHALLENGES TO GOD

Jeremiah’s reproaches against God are exceptional in Old Testament prophecy. No other prophetic speaker dares to confront God so harshly and so often. The main passages considered in this article are Jer 4:10; 12:1–6; 15:15–18; 20:7–10; and 32:24–25. Jeremiah’s accusations cover a wide range of motifs: deception (נשׁא ) with false messages, a lawsuit (ריב) about the success of evildoers, unreliability (root כזב), seduction (פתה), and absurd commands. Several times God responds to his prophet—a sign that he respects Jeremiah’s complaints and tries to overcome his queries. The dialogues between YHWH and Jeremiah mirror questions and problems of a believing community which struggles to find hope and to understand its past. The prophet is a model for openly addressing God—even with lament, complaints, and challenges. God reacts mildly to most of Jeremiah’s confrontations, yet Jer 15:19 shows that Jeremiah crossed a red line with the reproach of untrustworthiness. In this way, the prophet’s challenges and the divine responses contribute to seeing YHWH anew; as one deeply empathizing with his messenger, attending to his problems, and supporting him in every instance. Jeremiah’s reproaches become an invitation to pray for all his addressees

Encouraging Intergenerational Faith Transmission and Spiritual Growth in Home and Church: Reconnecting Youth and Older Generations Through Family Systems Concepts at the Adelaide Seventh-day Adventist Church, the Bahamas

Problem This Doctor of Ministry (DMin) project addresses a pressing issue within the church context of the Adelaide Seventh-day Adventist Church in the Bahamas. We first observed sporadic attendance of our youth (Gen Z and Millennials) and their lack of identity with the church. Wider observation revealed weak relationships among the various generations within our church as well as in our homes. This absence of relatedness across generations potentially hinders some from embracing the community’s faith and growing spiritually. Method This study aimed to understand and address the nuanced factors contributing to this generational disconnection through the intervention of an educational seminar designed to revitalize the spiritual fabric of the Adelaide Seventh-day Adventist Church. The seminar integrated family system principles and intergenerational perspectives in five weekly sessions via Zoom with the Adelaide Church. Results Action research, along with pre- and post-testing of the 27 participants (including 7 Millennials and 6 from Gen Z) showed increased support for church-parent partnership, acknowledgement of the home as primary in discipleship, commitment to intergenerational worship, and affirmation of grandparent spiritual influence. Conclusions This intervention has led to significant transformation in the mindset and attitude of families within the Adelaide Church, such as the resurging practice of deliberate, dedicated time where grandparents and grandchildren engage in meaningful activities for sharing and bonding. Other noteworthy changes were embraced collectively by the group, such as the implementation of intergenerational worship services at the church. The study suggests that the transformative process, guided by divine grace, owes much to the application of family system thinking and intergenerational ideologies, staunchly supported by biblical teachings and a review of current literature

Employees\u27 Perception of the Management of the COVID-19 Crisis at Najran University, Saudi Arabia

Problem During the COVID-19 crisis, particularly in the context of Saudi education, the ability to physically attend schools and colleges was greatly hindered due to the widespread transmission of the virus and the resulting obstacles. The issues necessitated the use of crisis management strategies. Some Saudi universities are capable of implementing an organized plan both before to and during crisis management, whereas others lack this competence. This is a substantial problem. Several universities in Saudi Arabia effectively managed the COVID-19 epidemic, whereas others did not. Furthermore, prior studies on crisis management indicate that administrators exhibit diverse responses. By participating in conferences at that location, the researcher was able to definitively identify the underlying cause of the problem. This unequivocally demonstrated that certain educational institutions are still unable to independently manage a crisis and must depend on government assistance. The proposed research demonstrates a robust correlation between the COVID-19 situation and the administration of higher education institutions. -- Purpose of Study The purpose of this quantitative study is to ascertain the reality of administering the COVID-19 crisis at Najran University in Saudi Arabia as perceived by its employees. Furthermore, it demonstrates the minimum threshold within the category of COVID-19 crisis management at Najran University, located in Saudi Arabia. Moreover, it aims to furnish updates on demographic characteristics and crisis management throughout the COVID-19 pandemic. Method The research was conducted in Saudi Arabia at Najran University. The methodology employed is quantitative research employing a descriptive-analytical strategy. The instrument of study will be a descriptive questionnaire. The investigation was conducted by distributing online questionnaires. Regarding the population, the Najran Higher Education Institution has faculty members and administrators. The sample was selected at random from the categories of academic faculty and administrative personnel across all departments. The questionnaire used in this study was divided into five sections: Planning for Crisis Management (PCM), Communication in Crisis Management (CCM), Information in Crisis Management (INFO), Material and Human Resources in Crisis Management (MHR), and Involvement in Crisis Management (INV). To answer research questions 1 through 3 of the study, descriptive statistics were used to examine the data using SPSS. Findings The results indicate that all dimensions demonstrated elevated practice in Crisis Management, and the aggregate findings of the subscales indicate an average score of 3.69. Initially, the Communication in Crisis Management (CCM) dimension yielded an average score of 3.73. In line with the Involvement in Crisis Management (INV), it has the same mean as Communication in Crisis Management (CCM), which is 3.73. Moreover, the dimension of Planning for Crisis Management (PCM) had a mean score of 3.70. Then, the Information in Crisis Management (INFO) aspect received a mean rating of 3.65. Lastly, for the Material and Human Resources in Crisis Management (MHR), the mean rating was 3.61. The results indicate that there is one dimension that requires attention in order to enhance crisis management for higher education administrators and faculty, which is the Material and Human Resources in Crisis Management (MHR) aspect. The study also discovered significant differences in crisis management proficiency based on gender, namely in the area of information handling within the crisis management category. No significant statistical differences were observed depending on other factors, that include (job title and years of experience), in the categories of Planning for Crisis Management (PCM), Communication in Crisis Management (CCM), Information in Crisis Management (INFO), Material and Human Resources in Crisis Management (MHR), and Involvement in Crisis Management (INV)