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Nicole Juliano Director of Center for Diversity, Justice, and Sustainability Full Profile 253-535-7498 juliannh@plu.edu
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, social and ecological resilience Neuropsychology of resilience Resilience-focused policy and institutionalization Arts and self-expression (film, literature, testimony, etc.) and resilience “Seeding” resilience, literally and figuratively Theological, religious and inter-faith approaches to resilience Transitional Justice and Post-conflict resilience Vulnerability and resilience in the context of climate change 1 Luther, Cichetti and Becker. “The Construct of Resilience: A Critical Evaluation and
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and graphic design major Kelly Lavelle, publicity designer and photographer; and senior communication major Joshua Wiersma, assistant editor. The production team pulled two other PLU students for contributions: Terran Warden, a PLU senior communication major, served as the film’s narrator, and senior music major Melody Coleman composed an original score for the production. “Changing Currents” represents the thirteenth documentary produced by MediaLab during its 10-year history. The organization
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Norwegian Inspiration for Disney's FrozenDisney’s Frozen is a world-wide success, but did you know the film makers studied Norwegian history and culture extensively while working on the film? And did you know it is based on a Hans Christian Andersen tale? Come find out these tidbits and many more at the Scandinavian Cultural Center! A new exhibition opens on Sunday, January 11th, 2015 at 2pm with a screening of the film Frozen, a rosemaling demonstration by Julie Ann Hebert, and a discussion
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it a field—now it is, but a very, very small field.” A small field, maybe—but one with potentially huge impact. “She is on the ground floor of a relatively new field that has the possibility of making all kinds of great insights into cancer in the evolution of history,” Ryan said. As Hunt and other researchers unearth more and more ancient evidence—breast cancer in 3500 B.C. Egypt, osteo-sarcoma in a T. rex femur—Hunt has formed an intriguing theory: She believes cancer is inherent in human
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participation in a community that teaches life skills. “Debate is about talking; it’s about making connections with some of the smartest people you’ll ever meet. It’s all about finding a community, and we’re making sure that community has a place for women,” Tinker said, the student coordinator of this event. Debate helps individuals gain confidence and learn how to communicate their thoughts. These skills give individuals a leg-up in the workforce, politics, or wherever life takes you. Much like the debate
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Contact Us To learn more about social impact projects at PLU, contact the following team members. Innovation Studies Student Ambassadors for Social Impact (2022): Heven Ambachew (Computer science, Innovation studies) Mary Campbell (History, Business, Innovation studies) Felix Halvorson (English writing, Communication, German, Music) Social Impact Group / Community Engagement Dr. Mike Halvorson (Innovation Studies) George Zeno (PLU Advancement) Dr. Mark Mulder (School of Business) Shelly Cano
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Heather Mathews Chair & Associate Professor of Art History Full Profile 253-535-7574 hmathews@plu.edu
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how to conduct research through the literature and offering many opportunities to engage in this practice. This program has helped me to become a more critical thinker who seeks to unpack the layers of an issue or situation to best understand the why something is happening, as opposed to only the what.Career after graduationI am currently an elementary PE Teacher in southern California. The most pertinent part of the MSK program that prepared me to secure this position was the applied project
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academic performance for neurodivergent studentsA systematic review of the literature around neurodiversity and higher education summarizes this succinctly: “the literature suggests that the conditions imposed by academia can challenge neurodiverse students. Emphasis on written assessments and focus on grammar, spelling and punctuation can penalize dyslexic students (12; 20). Students with ASD struggle with traditional teaching and assessment methods (23). Students with ASD and ADHD find coping with
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