{"title":"Building a Network that Will Pray for You","authors":"Moshe Cole","doi":"10.15695/IRIS.V1I0.4629","DOIUrl":"https://doi.org/10.15695/IRIS.V1I0.4629","url":null,"abstract":"For many the term networking is cringe worthy. They picture awkward networking events, fake smiles, and sweaty handshakes. But is there another way? Can we network without feeling uncomfortable and like we are simply using people? Networking with the intent to build social capital is a viable alternative to traditional networking and presents networkers with comfort and peace of mind. \u0000In this paper we explore what social capital is and how it differs from networking. We discuss the importance of social capital and its components. Finally, we explore how one can build social capital through networking and introduce practical steps that can assist any individual to improve their networking. Ultimately, this paper will help individuals & organizations network more comfortably, efficiently and successfully.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115052068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School Investigation and Analysis","authors":"Hui Wang","doi":"10.15695/iris.v1i0.4630","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4630","url":null,"abstract":"This essay contends the introduction to Croft Middle School in Nashville based on online research and interviews. The author focuses more on the student population school-wide support for English Language Learners, and the learning environment. From the school visit, the author noticed the ESL classroom decoration was very creative and attractive, and it was also the valuable learning resources for English learning. Besides, the story books in the classroom were related to students’ funds of knowledge, which could raise students’ learning motivation. In addition, during the class observation, the author noticed some strengths and learned great teaching skills of Ms. Levy’s class. On the other hand, based on theories from previous researches and articles, the author also provided some recommendations in order to have students get more benefits in ESL classes.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121152705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“It’s Not Your Everyday Classroom”","authors":"K. Byrd","doi":"10.15695/iris.v1i0.4654","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4654","url":null,"abstract":"A school-based enterprise (SBE) is an entrepreneurial operation managed and operated by students in a school setting. School-based enterprises reinforce classroom instruction through practice-based learning and can enhance creativity, innovation, problem-solving, critical thinking, and other skills. In addition to creating a more engaging, enriching learning environment, SBE bridges the gap between classroom instruction and the world of work and can benefit students, schools, and communities. This paper utilized the systems view of school climate framework to assess differences in perceptions of school climate between students participating in SBE and students not participating in SBE at a high school in the Mississippi River Delta Region. The qualitative analysis of five focus groups with 36 students examined differences in relationships, values, and beliefs and findings indicated that SBE can produce more meaningful, enriching learning experiences than students not participating in SBE. This research adds to the sparse empirical analyses of SBE and suggests directions for future inquiry.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134505847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Boricua Cultural Nationalism and Community Development Through The Young Lords Organization","authors":"Julia de Aragón","doi":"10.15695/iris.v1i0.4660","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4660","url":null,"abstract":"This paper pulls from historical accounts of the activities of the Young Lords Organization and draws connections to theories on nationalism, community, and Black Radicalism in the 20th century. Addressing the development, triumphs, and limitations of the Young Lords Organization (also known in New York City as the Young Lords Party) in the late 1960s and early 1970s, the authors examines the assumptions that lead to the rise of the Young Lords, and the political environment that resisted their agenda. As Puerto Ricans living on the mainland, the Young Lords held a unique position as a colonized multiracial people, despite borrowing ideologically from the Black Panthers and contributing as members of the Rainbow Coalition. The author discusses the radical and nationalist social movement discourse the Young Lords engaged with, which was accessible to many disenfranchised groups but uniquely targeted for the Puerto Rican experience. Lastly, the authors explores how the Young Lords implemented community development techniques in order to navigate the political and social climate of the United States in the sixties and seventies, and the conditions that would need to exist today in order for their programs to succeed in our modern world. \u0000 ","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114219660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ashli-Ann Douglas, Erica L. Zippert, Bethany Rittle-Johnson
{"title":"Parent-Child Talk about Early Numeracy","authors":"Ashli-Ann Douglas, Erica L. Zippert, Bethany Rittle-Johnson","doi":"10.15695/iris.v1i0.4659","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4659","url":null,"abstract":"The goal of the study was to examine how the type of informal number activity in which parents and their preschoolers engage and parents’ math-related beliefs relate to parent-child exploration of an advanced early number concept. Parents and their preschoolers (n = 46) engaged in a videotaped play session and parents were surveyed about their math-related beliefs. The findings indicate that the type of informal number activity that parents chose to play with their children predicted how frequently they explored an advanced early number concept with them. Additionally, some but not all parents’ math-related beliefs were related to parent-child number talk. These results suggest that identifying games that facilitate specific number concepts may be a good way for researchers to help parents and children explore more advanced early number concepts frequently. The results also highlight the need for additional research on the role of parents’ math-related beliefs in their support of their children’s early learning and school readiness.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131185448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mizzou Missteps","authors":"Lauren Elizabeth McGuire","doi":"10.15695/iris.v1i0.4655","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4655","url":null,"abstract":"By denying that issues of bias and mistreatment exist and then confronting such issues with disdain, some White Americans enable injustice and abet systems of oppression. Black students at the University of Missouri in fall 2015 had seen this narrative ring true several times. The resulting events, including protests, a hunger strike, and several administrator resignations, cast light on the experience of black students at Mizzou through nationwide media coverage. \u0000This case study examines three opportunities turned missteps of administrators that exacerbated an already charged, contentious environment: the president’s refusal to acknowledge protestors at a homecoming parade, a too-little-too-late meeting with stakeholders, and the impacts of the football team’s involvement. In a country whose everyday population growth is 90 percent non-white, a greater awareness of the racial inclusion work needed on college campuses today is necessary. I hope my narrative heightens this awareness.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116955273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Untapped Potential in a Secondary Context","authors":"Victoria Sewell","doi":"10.15695/IRIS.V1I0.4663","DOIUrl":"https://doi.org/10.15695/IRIS.V1I0.4663","url":null,"abstract":"In this research article, I explore the effects that untapped potential has on students beyond their K-12 experience. Paying particular attention to have identity shapes people's experience, I interviewed three participants that reflected on their K-12 experiences and the untapped potential they felt they left high school with.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130767519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catherine Elizabeth Cypert, Kelly Johnson, F. Santelli, Colby Woods
{"title":"About the Iris Journal of Scholarship","authors":"Catherine Elizabeth Cypert, Kelly Johnson, F. Santelli, Colby Woods","doi":"10.15695/IRIS.V1I0.4718","DOIUrl":"https://doi.org/10.15695/IRIS.V1I0.4718","url":null,"abstract":"The following is a brief history of the Iris Journal of Scholarship and includes biographies of its founding leaders.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121046559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stranger Under Siege","authors":"Gordon Maples","doi":"10.15695/IRIS.V1I0.4644","DOIUrl":"https://doi.org/10.15695/IRIS.V1I0.4644","url":null,"abstract":"This case study and analysis explores the brief, 17-month tenure of Sam Olens as President of Kennesaw State University, including his controversial appointment, leadership mis-steps, and eventual resignation. The political and social contexts of his tenure, which coincided with political turmoil in the wake of the 2016 election and a subsequent resurgence in progressive activism throughout the country, are considered as contributing factors to his downfall. Likewise, his status as an outsider to higher education at the time of his appointment, his visibility as an outspoken conservative, and his employment being the perceived benefit of political corruption are all noted as a contributing elements to his inability to earn the confidence of the faculty and student body of Kennesaw State University, along with his divisive, misguided, and ill-conceived actions while in his executive position. The role of institutional context in regards to the recent histories of Kennesaw State University, the University System of Georgia, and the state of shared governance in American higher education as a whole are respectively explored in how they set the stage for Olens’ tumultuous and temporary reign at Kennesaw State. A set of recommended courses of action are presented as counterfactual alternatives to the events as they actually occurred, based on higher education leadership literature.","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115463962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New Jersey’s Leave of Absence","authors":"Wesley Morris","doi":"10.15695/iris.v1i0.4662","DOIUrl":"https://doi.org/10.15695/iris.v1i0.4662","url":null,"abstract":"This past June, Governor Phil Murphy helped take a great stride in making sure that every day counts for the students within New Jersey’s Public Schools when he signed a new bill into law. This new policy will work to ensure that schools and districts understand the level to which chronic absenteeism occurs and guarantee that schools disproportionately afflicted have plans to help fight absenteeism. Specifically, the policy identifies schools who have a greater than 10% absentee rate and requires them to establish a plan for improving attendance. It also requires schools to report the percent of students who are absent more than ten percent of the time on their School Report Card. Attendance is one of the most important aspects in ensuring a successful education for students of all ages. The Governor and state legislature, alongside advocacy groups like Advocates for Children of New Jersey (ACNJ), have taken the first steps in fighting one of the largest issues within New Jersey schools. With that being said, it is still extremely important to consider how the state board of education, along with individual districts and schools, will interpret and comply with the law. ","PeriodicalId":260710,"journal":{"name":"Iris Journal of Scholarship","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124486518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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