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Anthony Mize Jr. is currently the Assistant Director for Diversity and Inclusion at Queens University of Charlotte. He received his Bachelors of Science degree in Communications with a concentration in Integrated Marketing Communications and a minor in Music from The Tennessee State University and is currently a graduate student at Northeastern University working on his Masters of Education degree in Higher Education Administration. Mr. Mize’s undergrad background consisted of up to 13 different student clubs and organizations where he held multiple leadership roles. As a student, he also gained early professional experience from being involved in students affairs/activities and residence life. He is the founder of a male empowerment project
IRC RA APPLICATION: 10. Write a brief personal statement that describes any relevant personal characteristics, strengths, skills, or experiences that would make you a good candidate for the RA position. (300 words max) “For unity in the Saint Thomas More Community, elect Alaina Robinson as Junior Class President”, I asserted, apprehensive of my fate as a future class representative. My role in the Student Government Association as Junior Class President (JCP) has been one of the most meaningful pledges during my scholastic years. I was afforded the opportunity to demonstrate my innate strengths as a critical thinker, exemplify the integrity necessary to effectively collaborate with others, and illuminate my untapped leadership abilities.
Brown has a bachelor’s degree from the University of West Alabama, a master’s degree from the University of Tennessee-Knoxville and a PhD from the University of Tennessee-Knoxville, all in history. Brown praised Iowa State for the Womyn of Colour Network, an organization that connects and creates a supportive environment for both undergraduate and graduate “womyn of color”, the Feminist Fridays, an initiative that brings in faculty across campus to lead conversations on different topics related to gender equity, and the “Vagina Monologues.” One aspect of the Sloss House Brown hopes to change and improve upon is the inclusion of graduate students. “I think that a lot of the time when we talk about student services, we talk about undergraduate, and when I think about my own graduate student experience that was probably one of the most excluding times on my life when I probably could have used more support and more services,” Brown said.
Introduction: Client My patient, MG was a 72-year-old female who came to the emergency department because of a fall in her bathroom. Her admitting diagnosis was a right hip fracture. Other concurrent health challenges she had were: hypertension (HTN), high cholesterol, chronic obstructive pulmonary disease (COPD), and chronic kidney disease (CKD). MG was a full code status with no known food or drug allergies.
Hello Dr. Lingrell, Earlier this week, you asked me to provide you with feedback regarding the strengths and concerns of a residential LGBTQ Living-Learning Community (LLC). In the response below, I will apply my knowledge about campus environments to analyze the reality of housing an LGBTQ LLC on the University of West Georgia (UWG) campus. First, it is important to understand that students who identify within the LGBTQ community desire the same privileges and experiences as their non-LGBTQ affiliated peers. Quaye and Harper (2015), emphasize that it is also important to acknowledge that even though each student will begin college with a variation of sexualities, some of them will develop non-heterosexual identities along the way.
The purpose of my ignite speech is to persuade current SMSU students to become a Resident Assistant. My target audience is SMSU students that have lived on campus for at least one semester. I am qualified to give this speech because currently I am a RA of Camaraderie a traditional house that is co-ed and mixed classes. I am giving the audience information about Resident Life and details of the applications. I start with what Resident Life promotes and how we accomplish that with programs and house involvement to build Mustang community.
Day of Dialog Reflection Essay “Freedom, Justice, for all.” These words echoed through the DePauw University field house last Wednesday on the second annual Day of Dialogue. This event was held to raise awareness about campus social issues, and to teach individuals how to properly communicate about conflicts on campus such as race, sexuality, diversity, inclusion, etc. The Day of Dialogue along with Peggy McIntosh’s piece, Unpacking the Invisible Knapsack, illustrated how individuals of different backgrounds perceive race in America. Both sources challenge individuals to define diversity, and to evaluate how all of us can use our different privileges to promote a civil society that is committed to equality for all.
Across the nation, many teachers and educational facilities struggle finding ways to offer a multicultural educational environment. Excitingly, I am eager to share that the site where I am working to complete my internship for PSYC-499 is filled with staff, instructors, and interns (high school to college level) that are from all different cultural and social backgrounds—who share one mutual goal—wanting to make a difference in a young girl’s life. The facility offers instructor led multicultural teaching and learning opportunities to school-age (K-12) girls that are cooperatively enjoyed by all diverse clients. In addition, offering social and cultural hands-on life skills that teach girls into strong and bold individuals. Hospitality toward
President Casey and DePauw have provided many services and actions to create a racially friendly campus. Some of these include the hiring of more diverse professors, cancelling a day of classes to discuss the racial issues, and requiring first year students to take a multi cultural or diversity class. Many students, including myself, believe that these actions have resulted in positive outcomes. While the school has fulfilled many efforts to prevent race issues on campus they must keep in mind that, “The dominant student [climate] may reflect or refute the central ideals of the institution as a whole. Thus, it is another powerful influence on an institution’s
I very satisfied to working here at TCSC/DC. It has been great year for us here and continues to grow. And with the great news that we will be moving to Dell in 2018 I am humbled by the award I did receive this year for the Living the Human Care Promise 2017. And wow it was a surprise to get this award and the bonus was also surprising and great. I continue to make our patients our number one goal and keeping them happy and happy with our services we provide for them.
Introduction This essay is a reflective piece of writing about the critical indecent of a medication error that occurred during my placement. It is a very concise piece of writing due to limited word count of 1500 words. Duke and Appleton (2000) did a literature review and devised a framework of critical reflection, which illustrates eight stages as compare to Gibbs’s (1998) reflective model that consist of six stages. I chose Gibbs reflective model not only it is easy to comprehend but also to illustrate a critical incident.
The purpose of this memo is to reflect on class readings and discussions, share emerging questions, and capture evolving thoughts about my own philosophy and sense of identity as an educator. Reflecting on the class readings, my philosophy and identity as an educator developed and evolved over the past five years. My passion and value for education derived from my parent’s inability to attend school past the third grade because they needed to work to support their families. My parents struggled with a low socioeconomic background and moved to America for the American Dream.
As you can see from my time line “Reflective supervisor is a supervisor that creates a safe and welcoming space for staff members to reflect on and learn from their work a trusted mentor/supervisor at their side”. (Heffron & Murch, 2010, p. 5). I think that I showed this in the following way. I am supporting staff member’s development, providing a “secure Base”, maintaining the programs ideals and standards, facilitating open communication and effecting team functioning and providing program leadership. I made sure that my observations were at the same time and I gave the teacher time to reflect.
Within this position, I have acquired a set of skills that allow me to foster a positive and inclusive environment through high levels of visibility on my floor, personal connections with the students and problem-solving skills on difficult situations. By being visible on my floor, I have properly supported the students while informing them about campus resources. Thanks to my set of skills, I created positive interpersonal connections through intentional and direct conversations with each member of the community. Simultaneously, I have properly implemented the Residence Rights and Responsibilities in the community through learning connections. This has helped me assist in the student’s personal growth by making them understand the impacts of their actions in the
Over the past one and half month, the class of PDE 502 (Counselling and Career Education) has taught me some major lessons for life in dealing with the clients in response to their emotional needs. The role of a counsellor is not unlike that of a friend where by it is nurtured by being in each other’s company, talking over everyday issues and sharing feelings. However, what sets a counsellor apart is their experience and the ability to apply counselling theories and techniques to assist people in gaining awareness, insight and explore ways of solving their own issues.
