Crossing the Great Divide: Advocating for Cultural Intelligence in the Training of Missionaries to Navigate the Missiological Implications of Globalization

Globalization has brought about many missiological implications that directly affect missionaries serving in cross-cultural situations. Though globalization may appear to be bringing the world together, cultural differences and cultural diversity continue to persist causing more cultural conflicts as people from different backgrounds continue to collide with one another. Today’s missionaries need a trusted metacultural framework to rapidly adapt and contextualize the Gospel message into the multiplicity of cultural nuances swirling in the kaleidoscope that is globalization. In Section One, missiological implications due to globalization such as cultural homogenization, hybridization, secularization, consumerism, McDonaldization, migration, and new religious movements, are discussed as just a few of the struggles that cross-cultural missionaries encounter serving overseas. In Section Two, different assessments and cross-cultural competence courses that currently exist to assist cross-cultural workers in dealing with the variety of cultural values and their own domestic myopia concerning personal cultural perspectives are investigated. Rather than attempt to evaluate all of the available cross-cultural competency assessments and training courses, this section compares a few of the ones currently available. In Section Three cultural intelligence is introduced as a theoretically grounded and an empirically validated conceptual framework that provides proven detection of cross-cultural capabilities that mirror individual-level intelligence. A theological discussion of the use of cultural intelligence is included in this section. Finally, suggestions for implementing cultural intelligence (CQ) training for the preparation of missionaries is provided. Section Four and Five contain specific artifact descriptions of a cultural intelligence training seminar suitable for implementing in any missionary training context. Section Six provides a postscript and suggestions for further research

PLACE AS TEXT: Approaches To Active Learning (Second Edition)

CONTENTS Dedication and Acknowledgments Preface to the Second Edition — Ada Long and Bernice Braid Introduction — Bernice Braid Honors Semesters: Anatomy of Active Learning — William Daniel Honors Semesters: An Architecture of Active Learning — Bernice Braid Internal Assessment of Honors Semesters — Ann Raia External Evaluation of Honors Semesters — Ada Long Student Perspectives on Honors Semesters — Elizabeth Beck Other Structural Models of Active Learning City as Text™ — Bernice Braid Faculty Institutes — William Daniel Summer High School Field Experiences — Bernice Braid Sleeping Bag Seminars — Joan Digby College Recruitment Exercises — Bernadette Low Orientation Exercises — Bernadette Low Professional Development Exercises — Bernadette Low Other Courses — Bernadette Low Partners in the Parks — Joan Digby Public Products of Personal Discoveries — Ada Long An Example of Active Learning in the College Classroom — Shirley Forbes Thomas Active Learning in a National Context Honors Milestones — Ann Raia, Rosalie Saltzman, and Ada Long Future Directions — Ada Long Recommended Readings — Bernice Braid and Ada Long Appendices Planning an Honors Semester — Elizabeth Beck and Lillian Mayberry Planning a City as Text™ Walkabout — Bernice Braid Planning a Sleeping Bag Seminar — Joan Digby Resource People — Ada Long Sample Honors Semester Evaluation Forms: Pre-Semester Faculty Questionnaire • End-of-Semester Faculty Questionnaire • Post-Semester Faculty Evaluation/Assessment • Pre-Semester Student Questionnaire • End-of-Semester Student Questionnaire • Post-Semester Student Assessment/Evaluation • End-of-Semester Evaluator’s Summary of Group Discussion About the Author

PLACE AS TEXT: Approaches To Active Learning (Second Edition)

CONTENTS Dedication and Acknowledgments Preface to the Second Edition — Ada Long and Bernice Braid Introduction — Bernice Braid Honors Semesters: Anatomy of Active Learning — William Daniel Honors Semesters: An Architecture of Active Learning — Bernice Braid Internal Assessment of Honors Semesters — Ann Raia External Evaluation of Honors Semesters — Ada Long Student Perspectives on Honors Semesters — Elizabeth Beck Other Structural Models of Active Learning City as Text™ — Bernice Braid Faculty Institutes — William Daniel Summer High School Field Experiences — Bernice Braid Sleeping Bag Seminars — Joan Digby College Recruitment Exercises — Bernadette Low Orientation Exercises — Bernadette Low Professional Development Exercises — Bernadette Low Other Courses — Bernadette Low Partners in the Parks — Joan Digby Public Products of Personal Discoveries — Ada Long An Example of Active Learning in the College Classroom — Shirley Forbes Thomas Active Learning in a National Context Honors Milestones — Ann Raia, Rosalie Saltzman, and Ada Long Future Directions — Ada Long Recommended Readings — Bernice Braid and Ada Long Appendices Planning an Honors Semester — Elizabeth Beck and Lillian Mayberry Planning a City as Text™ Walkabout — Bernice Braid Planning a Sleeping Bag Seminar — Joan Digby Resource People — Ada Long Sample Honors Semester Evaluation Forms: Pre-Semester Faculty Questionnaire • End-of-Semester Faculty Questionnaire • Post-Semester Faculty Evaluation/Assessment • Pre-Semester Student Questionnaire • End-of-Semester Student Questionnaire • Post-Semester Student Assessment/Evaluation • End-of-Semester Evaluator’s Summary of Group Discussion About the Author

Qualitative explorations of talking therapies with CSA survivors and therapeutic relationships discussed by people experiencing dissociation:what are the experiences of therapeutic relationships on hospital wards of people who experience dissociation?

Initially, this thesis presents an idiographic systematic review that explored how adult survivors of childhood sexual abuse experience talking therapies. The key findings suggest that although the process of healing is challenging and often viewed as an ongoing process, talking therapies can facilitate healing through developing trust, safety, relational equality and establishing interpersonal connections. Additionally, the experiential learning of choice, control, respect and being believed was essential for long-term healing, which could facilitate intrapersonal reconnection. Secondly, the findings of an empirical study are presented, which qualitatively explored how people who dissociate experience therapeutic relationships with ward based staff through interpretative phenomenological analysis. The three superordinate themes suggest that the participants faced a number of challenges. For instance, managing their dissociative experiences alongside the inconsistent relationships on the wards, the difficulties of having differing interpersonal needs at varying times and the importance of working with alters, not around them. The findings reaffirmed the importance of therapeutic relationships for the purposes of feeling safe, being able to connect to others and then the self, feeling recognised as a whole person and accepted rather than judged. The results discuss how staff can facilitate this process and the implications for ward based treatment are considered in relation to the existing literature. Thirdly, the systematic review and empirical study are reflected upon through a critical appraisal, primarily focussing on the empirical paper, which concludes the thesis. Further findings from the empirical study are presented that discuss how participants reported experiencing dissociation on wards and the impact of their experiences for therapeutic relationships. The experience of completing the study is also considered, in accordance with changing perspectives in light of the meaning making processes of the participants

Advanced Graduate Certificate in Professional Science Administration

The certificate in Professional Science Administration consists of the 12 credits: 9 credits of “plus” coursework from the existing Professional Science Master’s track in Biology with an addition 3-credit elective chosen by advisement. The full PSM Master’s track has received approvals from both the SUNY program review office, and the NYSED, and recruitment of students for Fall 2010 has begun

PSYCHOPATHOLOGY AND PHILOSOPHY IN RELATION TO THE EXISTENCE OF HUMAN BEING

The analysis of mental disorders necessarily requires careful and multilayered reflection. Psychiatry is indeed focused on complex phenomena and symptoms that can be only partly traced back to merely quantitative objectifiable data. This is the reason why we witness a growing methodological and conceptual \u201cmutual enlightenment\u201d between philosophy and psychiatry. Whereas philosophy offers notions that can help to take into account also the qualitative aspects and the lived experiences of pathologies, clinical psychiatry seems to represent one of the most relevant practical fields for philosophy to test its explan- atory capacity in relation to its many important issues. The history of phenomenological psychopathology, in particular, shows that philosophers have demonstrated a keen interest in the practical consequences of these issues in the field of clinical psychopathology