The Celeblain of Celeborn and Galadriel

Reviews the history of Galadriel and Celeborn as revealed in unpublished materials as well as The Lord of the Rings, The Silmarillion, Tolkien’s Letters, and Unfinished Tales, and examines variations and inconsistencies

No way out

None provided

Impact of racism and new managerialism on black female academics in English post-1992 universities

This thesis focused on the impact of racism and new managerialism on Black female academics in English post-1992 universities. The study explored the extent to which the changing environment of higher education institutions (HEIs) and the ethos and practice of new managerialism had affected the professional lives of Black academic females and how the consequences of new managerialism were being experienced in their daily academic lives. Semi-structured interviews were used to obtain qualitative data about the experiences of seventeen African and Caribbean participants in English post-1992 universities, mainly from business schools or health and social-sciences faculties. The critical race theory conceptual framework was used as an analytical and interpretive structure for understanding their experiences. The findings revealed that new managerialism changes contributed to increased levels of racism encountered by these Black female academics. Racism was endemic and embedded within their HEIs and demonstrated in overt and subtle ways, using micro-aggressions, micro-politics and varying agents, ensuring that racism remained rooted and positioned at different levels. Race was more prevalent in these women’s’ experiences than they had expected. The study discovered that these Black female academics perceived their progression and development as being negatively affected because of new managerialism practices and the inability of their respective HEIs to formulate and implement effective policies of equality and diversity. The HEIs’ neo-liberal policies of fairness, neutrality and meritocracy were experienced as rhetoric rather than practice and as not beneficial to those needing protection. The findings suggest that HEIs and human resource (HR) departments need more effective equality and diversity policies which incorporate a community diversity mind-set, influenced by the ethical codes of their professional HR body. There is also a need for HEI staff across all ethnic groups to be engaged in conversation, information-sharing and communication about racial issues so that Black female academic racialised work experiences can be improved

Mentorship Impact: Underrepresentation of Women in Higher Education Leadership

Noticeably, women are underrepresented in higher education leadership (Airini et al., 2011; Brock, 2010; Diehl & Dzubinski, 2016; Hannum, Muhly, Shockley-Zalabak & White, 2015; Jones & Palmer, 2011; Smith & Slate 2018). The underrepresentation of women in higher education leadership roles may have an impact on colleges and universities hiring, developing, and retaining excellent and diverse faculty members and therefore excellence and diversity in future leaders. This convergent parallel mixed methods pilot action research study employed a feminist theoretical framework to examine how and to what extent mentorship opportunities affect the career development of women leaders in higher education.https://griffinshare.fontbonne.edu/edd-projects-2020/1003/thumbnail.jp

A Descriptive Multiple Case Study of Caucasian Female Suicide Attempters: Risk and Protective Factors

Problem Suicide is a problem globally and in the United States. Suicide rates for youth have remained particularly high. Caucasian men complete more suicidal acts than women, but women are more frequent suicide attempters. To gain information about the phenomenon of female suicide attempting, it is important to study the attempter. Awareness of risk and protective factors is necessary to intervene and prevent future incidences of suicide and suicide attempting. Methodology For this research a descriptive case study design was utilized. Three suicide attempters who had attempted suicide one or more times in the past was the sample population for this study. Structured and unstructured interviews were administered to the participants. Interviews were audio taped, transcribed, and analyzed for common themes. Findings Twelve themes were found in this study. Six themes emerged as answers to question #1--What are the risk factors for attempting suicide? (1) Previous suicide attempts, (2) Mental Disorders, (3) Alcohol and drug abuse, (4) Family and childhood dynamics, (5) Lack of communication about the suicide attempt, (6) Tragic losses. Four themes emerged as answers to questions #2--What are the protective factors for the prevention of attempting suicide? (7) Being responsible for self-care, (8) Positive relationships, (9) Keeping busy helping others, (10) Recreation. Two themes emerged as answers to question #3--What impact does the failed attempt have on the life of a suicide attempter? (11) Looking beyond themselves: A Higher Power, (12) An inner perspective: A bonus life. Conclusions From this study, it can be concluded that women who have previous suicide attempts, have experienced alcohol and drug abuse and some tragic losses, have less than positive family and other relationships, and who do not take responsibility for self-care are at risk for attempting suicide. However, when one attempts suicide and does not complete it, she experiences an inner perspective referred to as the bonus life

An Analysis Of Gateway Programs On African American Student Retention: A Case Study In An Urban Higher Education Setting

ABSTRACT AN ANALYSIS OF GATEWAY PROGRAMS ON AFRICAN AMERICAN STUDENT RETENTION: A CASE STUDY IN AN URBAN HIGHER EDUCATION SETTING by JANICE COOK JOHNSON MAY 2017 Advisor: Dr. Carolyn Muriel Shields Major: Educational Leadership and Policy Studies Degree: Doctor of Philosophy Existing policies and processes have not gone far enough to eradicate the persistent academic achievement gap at Wayne State University. Nor has identifying poor student academic preparation prior to enrollment. By accepting this reality and responsibility, officials and members within the university community can affect change, bringing parity to retention through graduation, by becoming proficient at serving the students it enrolls. This study unearthed some biases regarding student progression by treatment programs. White students were more likely to enroll at the university through the Honors program. These students traditionally performed high on academic measurement indices. Conversely, African American students were more likely to enroll at the university through an alternative admissions program such as TRiO or DCE whose mission was to support under-served often low-income and first generation students. So why then, does the institution compare the progress of Honor students with deficit enrollment students? Another bias was in the process in which African American students enrolled at the university. This research found that 37.78 percent of African American students enrolled though a gateway program and that those students comprised 52.26 percent of all students in a treatment program. Moreover, the treatment programs African Americans were enrolled were deficit model programs. This was the contribution of this research. To link how those barriers pointed to how Wayne State University interacted with, provided services to, and ultimately judged the academic progress African American students were making as unsuccessful. As stated in the beginning of this research, the educational achievement gap was a by-product of a racialized society. African Americans did not become over-represented in the lower class in America because of inferior genetic makeup, nor was that the reason they were not progressing at Wayne State University. They are being removed from equal opportunity, starting their university experience behind the preparedness level of other students, and then being blamed for not being successful

Urgency of preschool programs for mentally handicapped children

It was the goal of the writer in choosing this topic for research to gather pertinent information that would stimulate public awareness of the need for preschool programs for mentally handicapped children and then to suggest appropriate areas of concentration which would enhance the child\u27s development from infancy to childhood. The writer chose to investigate and report the research on Preschool Education in the areas of 1) Preschool Education in general, 2) Preschool Education for the Mentally Handicapped, and 3) Methods that have been used in conduction of preschool classes

Putting the Pieces Together: The Puzzle of Conflict Transformation

This Final Project seeks to investigate the evolving art of conflict transformation. Conflict transformation is presented via three modalities: a three-hour workshop on conflict resolution, a thirteen-session course, Managing Conflict, including syllabus and facilitator\u27 s guide, and a complete worship service. The service will be given before an audience in Fall 2008 at Skidmore College. Using these three modalities, the origins of conflict, the function of conflict transformation strategies, the issue of cultural competency, and the relationship to peacemaking are explored from the standpoint of a skilled practitioner in the field