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experience going to the barber shop instead of a beauty parlor for hair care, and how that choice influenced their hair journey and gender identity. A different participant discussed being called a boy by her family members after cutting her hair short and embracing her femininity in a new way through that experience. The third theme concerned hair and body health and the return to identity. “For a lot (of the women), it was a personal health choice,” Taiwo said. “Both thinking about the strength of hair
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liberal arts and professional undergraduate education pragmatic or even possible? And though clearly honed in response to consumer demand, is it in fact serving the best interest of PLU, in terms of our endowment and identity, and for that matter, of the minds and careers of our students? And finally, does it uphold, in practice, the tenets of our mission statement? In particular, does it allow a student’s undergraduate education to provide “the necessary and essential foundation for the technical
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://plu.edu.zoom.us/j/94043835250 Join by phone: (253) 215-8782 Meeting ID: 940 4383 5250 9:55 AM - Introduction10:00 AM - Chloe Dunivan10:15 AM - Nicole Van Gilder10:30 AM - Scott Gardener10:45 AM - Sydney Caplinger11:00 AM - Lily Wade11:15 AM - Venice JakowchukSection9:55 AM - Introduction10:00 AM - Chloe Dunivan “Inward and Outward Identity: A Case Study on the Impacts of Ecotourism for the Indigenous Self & The Floating Uros of Lake Titicaca” 10:15 AM - Nicole Van Gilder “Shadow Education: Academic Pressure
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. Each work begins with a process of my design that is put into the hands of an external agent to create a visual exploration of my own narrative of anxiety, control, sexuality, and identity. Each piece ultimately represents an act of risk in ceding control of my designs and their physical expressions to another; another object, another material, another act of vulnerability.”Support for this exhibition was provided by the Pacific Lutheran University School of Arts and Communications Professional
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, WA. Students participated in large group presentations from PLU faculty and staff and small group activities with their facilitator triads. These sessions are designed to assist students in identifying and articulating a “Big Enough Question” or BEQ. These are the questions that don’t have easy answers, the questions that cause us to pause and ponder and often keep us up at night. BEQs represent questions about identity and place in the world and how those two things come together. The
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develop their own voice and embrace their own vocal identity. PLU Vocal Studies Chair Jim Brown, invited Walker to conduct the masterclass. Brown met Walker at Loyola University when they studied under the same mentor, Philip Frohnmayer. “Phil’s studio is like a big family, so when I heard [Walker] was coming to star in a Seattle Opera production, I asked him to do a masterclass here at PLU and he quickly agreed.” Brown thinks students will learn a lot from Walker’s incredible voice, intellect, and
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friendship and dating. Two people of the same gender kissing or holding hands often has a different meaning abroad, so it’s important to recognize that this does not necessarily reflect a romantic relationship. No matter where you go, you will encounter different ideologies and will have to adapt to different customs while you are abroad. Some students find it necessary to hide their sexual orientation for safety reasons, while others feel free to express their sexual identity openly. In addition
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Back to Step 4 Back to Step 6Exempt ReviewThe review time is typically shorter than other categories of review (~6-8 days).Learn more about exempt researchOnly certain categories of research qualify as exempt, based on federal regulations. You must still submit to the HPRB and document how participants’ identity and privacy will be protected. If the HPRB reviews your project and determines that it is “exempt,” no further oversight or review by the HPRB is necessary, unless there are changes to
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Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, 120, 7–24. Making the best of a bad situation Mallett, R. K., & Swim, J. K. (2009). Making the best of a bad situation: Proactive coping with racial discrimination. Basic and Applied Social Psychology,31, 304–316. The Multigroup Ethnic Identity Measure Phinney, J. S. (1992). The Multigroup Ethnic Identity Measure: A new scale for use with
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. How will you adapt to different perceptions of your identity? How might your identities change when away? What might your identities feel like during your day to day life while away? Students of Color How might you be perceived in your host country? Will it be similar or very different from living at home? What would it feel like on a daily basis? How will you cope if you expect it to be more challenging than you’re accustomed to? Are there multicultural student support services available
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