scholarly journals Mindful unlearning in unprecedented times: Implications for management and organizations

2022 ◽  
pp. 135050762110604
Author(s):  
Mai Chi Vu ◽  
Loi A Nguyen
Keyword(s):  
Transformative Learning ◽  
Crisis Management ◽  
Mindfulness Practice ◽  
Mindful Awareness ◽  
Three Stages ◽  
Organizational Levels ◽  
Past Experiences ◽  
Right Intention

Crises trigger both learning and unlearning at both intra-organizational and inter-organizational levels. This article stresses the need to facilitate unlearning for effective crisis management and shows how we could use mindfulness practice to enhance unlearning and transformative learning in a crisis. This study proposes the conceptualization of mindful unlearning in crisis with different mechanisms to foster unlearning in three stages of crisis (pre-crisis, during-crisis, and post-crisis). These mechanisms include mindful awareness of impermanence and sensual processing (pre-crisis stage), mindful awareness of interdependence and right intention (crisis management stage), and mindful awareness of transiency and past experiences (post-crisis stage).

scholarly journals Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education

2016 ◽  
Vol 13 (2) ◽  
pp. 99-118 ◽  
Author(s):  
Dawn Bennett ◽  
◽  
Anne Power ◽  
Chris Thomson ◽  
Bonita Mason ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Rural Areas ◽  
Aboriginal People ◽  
Project Work ◽  
Team Members ◽  
Three Stages ◽  
Reflective Development ◽  
Urban And Rural Areas ◽  
Past Experiences

Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they “wrote” their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection.

Professors Practicing Mindfulness: An Action Research Study on Transformed Teaching, Research, and Service

2018 ◽  
Vol 17 (1) ◽  
pp. 4-23
Author(s):  
William Brendel ◽  
Vanessa Cornett-Murtada
Keyword(s):  
Action Research ◽  
Transformative Learning ◽  
Mindfulness Meditation ◽  
Research Study ◽  
Action Planning ◽  
Mindfulness Practice ◽  
Self Awareness ◽  
Teaching Research ◽  
Dialogic Inquiry ◽  
Action Research Study

In this 2-year action research study, 33 university professors attended a 4-day faculty seminar titled “Mindfulness Meditation in Teaching,” which included guided insight meditation, dialogic inquiry, and action planning. Participants generated and committed to 26 novel methods for integrating mindfulness practice with teaching, research, and service. These practices grouped into four areas including mindful grading and assessment, awareness of students in the classroom, practicing mindfulness in and out of the classroom, and cultivating self-awareness in teaching. A mixed-methods analysis of transformative learning illustrates three fundamental shifts in perspectives and behaviors: balancing expertise with a “beginner’s mind” approach for greater innovative capacity, deepening appreciation for subject matter and communion with students, supporting a genuine sense of community across academic silos, and advocating for a more mindful university culture through six new university-wide initiatives.

Using Mindfulness to Promote Transformative Learning in Implicit Racial Bias Training

2020 ◽  
pp. 104515952098116
Author(s):  
Renee Owen
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Process ◽  
Racial Bias ◽  
Mindfulness Practice ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
Strong Indication ◽  
And Behavior

Implicit bias classes have become a common practice with the aim of creating more inclusive work and learning environments. Such classes are aimed at helping individuals identify unconscious habits of mind and behaviors around race, which can be a disorienting experience. By seeing such classes through the lens of transformative learning theory, the instructor can help students through the disorienting experience with a transformative learning process. Transformative learning is a process of changing perspectives and habits of mind, ultimately resulting in changes in behavior. Recent research around the practice of mindfulness reveals a strong indication that a regular mindfulness practice can aid in helping individuals change habits of mind and behavior. The article provides brief examples of how teaching students about the neuroscience of bias, coupled with leading mindfulness techniques, enhances students’ grasp of concepts around bias to better embed the learning in multiple ways. Mindfulness becomes a tool for helping students develop awareness of their biases and for transforming inherited habits of mind into more positive and inclusive mind-sets.

scholarly journals Developing Crisis Management System for Construction Projects in Iraq

2022 ◽  
Vol 28 (1) ◽  
pp. 33-51
Author(s):  
Ghasaq abdulsalam Fadhil ◽  
Abbas M. Burhan
Keyword(s):  
Crisis Management ◽  
Construction Industry ◽  
Management System ◽  
Construction Projects ◽  
Success Factors ◽  
Management Systems ◽  
Critical Success ◽  
Complicated Process ◽  
Three Stages ◽  
Financial Losses

Construction is a complicated process that takes place in an almost uncontrollable environment. Although projects can be carefully planned in advance in principle, there is a chance that unforeseen events and crises can disrupt these plans, affecting project development. Because the initial investment expenditures in construction projects are so large, they may be quickly influenced by crises, resulting in significant financial losses. The 2014 financial crisis was one of the most prominent crises that Iraq faced, which significantly impacted various activities in general and the construction industry in particular. Despite the importance of crisis management systems, the researchers found a great lack of local studies looking at crisis management, specifically in the basic stages chosen for its development, which are before, during, and after a crisis. Therefore, an effective crisis management system has been developed consisting of 20 critical success factors with devising 59 actions that can be taken for each proposed criterion for each of the three stages of crisis.

scholarly journals PROPOSAL FOR A MODEL OF EFFECTIVE REACTION TO NATURAL DISASTERS IN THE TERRITORY OF SLOVAKIA

2018 ◽  
Vol 6 ◽  
pp. 1017-1023
Author(s):  
Daniel Brezina ◽  
Ladislav Šimák
Keyword(s):  
Natural Disasters ◽  
Crisis Management ◽  
The Public ◽  
Research Activities ◽  
Crisis Events ◽  
Decision Making Processes ◽  
Local Government Level ◽  
Past Experiences ◽  
The University ◽  
Effective Reaction

The forecasting of natural disasters is more complicated than other crisis events. It requires the full use of special forces and means, which are intended to solve them. Crisis managers and many authorities or institutions are involved in the process of solving crisis events. They are exposed to psychical pressure because each phase or reaction must be made promptly and effectively. The authors focus on issues of risk and crisis management in the public sector in their research activities at the University of Žilina. The aim of this article is to propose a well-functioning and effective reaction to natural disasters in Slovakia. This model is proposed with schematic drawings illustrating the activities in each phase of reaction to a natural disaster. The model is based on international past experiences and various laws or ordinances of multiple ministries for the Slovak crisis management system. This article points to possibly optimizing the decision-making processes at all levels of crisis management, in particular to improve the local government level.

The contribution of behavioral economics to crisis management decision-making

2017 ◽  
Vol 26 (4) ◽  
pp. 585-600
Author(s):  
John A. Parnell ◽  
William ‘Rick’ Crandall
Keyword(s):  
Decision Making ◽  
Public Relations ◽  
Behavioral Economics ◽  
Organizational Behavior ◽  
Crisis Management ◽  
Management Decision ◽  
Herbert Simon ◽  
Management Decision Making ◽  
Three Stages ◽  
Crisis Preparation

AbstractScholarly work in the field of crisis management has flourished in recent years with contributions from numerous disciplines, including strategic management, organizational behavior, public relations, risk management, and disaster management. However, the substantial and prospective applications from behavioral economics – from Herbert Simon to modern theorists – have yet to be systematically integrated into the literature. This paper presents a framework that categorizes applications from behavioral economics along three stages of the crisis management life cycle – crisis preparation, crisis action, and postcrisis. It provides insights for scholars and practitioners into the crisis decision-making process and outlines why ‘less-than-rational’ decision-making approaches often appear in crisis environments.

scholarly journals Crisis Management Patterns in the Lives of Ibna Al-Reza (PBUH); a Case Study of the Economic Crisis

2020 ◽  
Vol 7 (9) ◽  
pp. 104
Author(s):  
Yahya Mirhoseini ◽  
Ali Mohammad Mirjalili ◽  
Mohammad Zarei Mahmoudabadi ◽  
Zahra Ebrahimi
Keyword(s):  
Crisis Management ◽  
Economic Crisis ◽  
Analytical Method ◽  
Economic Situation ◽  
History Of ◽  
Three Stages

A crisis is an unexpected and sometimes growing event that imposes problems on society and becomes an acute and unstable situation for individuals or society, the solution of which requires fundamental measures. In the history of Shiite Imamate, the years 203 to 260 AH (819 to 874 B. C.) are dedicated to the leadership and supervision of Ibna Al-Reza (PBUH), those Imamas who were the offsprings of Imam Reza (PBUH). Friendship with Imam Javad, Imam Hadi and Imam Askari (PBUH) was being led to consequences such as confiscation of property, dismissal from work, poverty and destitution. By taking measures and making decisions, Ibna al-Reza (PBUH) were able to improve the unfavorable economic situation of the Shiites. This article, which was organized by descriptive-analytical method, summarizes the actions of the late Shiite Imams in order to prevent and prepare confrontational and deterrent strategies in three stages: "before the crisis", "during the crisis" and "after the crisis". This article has categorized and introduced management principles that can be considered by citizens in the present era.

Design of objective lens for 200-kV high-resolution electron microscopes

1983 ◽  
Vol 41 ◽  
pp. 314-315
Author(s):  
K. Tsuno ◽  
T. Honda ◽  
Y. Harada ◽  
M. Naruse
Keyword(s):  
Optical Properties ◽  
Computer Technology ◽  
Axial Magnetic Field ◽  
Chromatic Aberration ◽  
Objective Lens ◽  
Resolution Electron ◽  
Correction Of Astigmatism ◽  
Three Stages ◽  
Electron Microscopes ◽  
Stage 1

Developement of computer technology provides much improvements on electron microscopy, such as simulation of images, reconstruction of images and automatic controll of microscopes (auto-focussing and auto-correction of astigmatism) and design of electron microscope lenses by using a finite element method (FEM). In this investigation, procedures for simulating the optical properties of objective lenses of HREM and the characteristics of the new lens for HREM at 200 kV are described.The process for designing the objective lens is divided into three stages. Stage 1 is the process for estimating the optical properties of the lens. Firstly, calculation by FEM is made for simulating the axial magnetic field distributions Bzc of the lens. Secondly, electron ray trajectory is numerically calculated by using Bzc. And lastly, using Bzc and ray trajectory, spherical and chromatic aberration coefficients Cs and Cc are numerically calculated. Above calculations are repeated by changing the shape of lens until! to find an optimum aberration coefficients.

Formation of Dislocation Channels in Neutron Irradiated Molybdenum

1972 ◽  
Vol 30 ◽  
pp. 672-673
Author(s):  
S. Mahajan
Keyword(s):  
Electron Microscopy ◽  
Transmission Electron Microscopy ◽  
Ambient Temperature ◽  
Room Temperature ◽  
Channel Formation ◽  
Early Stages ◽  
Transmission Electron ◽  
Three Stages ◽  
Two Stages ◽  
Polycrystalline Molybdenum

The evolution of dislocation channels in irradiated metals during deformation can be envisaged to occur in three stages: (i) formation of embryonic cluster free regions, (ii) growth of these regions into microscopically observable channels and (iii) termination of their growth due to the accumulation of dislocation damage. The first two stages are particularly intriguing, and we have attempted to follow the early stages of channel formation in polycrystalline molybdenum, irradiated to 5×1019 n. cm−2 (E > 1 Mev) at the reactor ambient temperature (∼ 60°C), using transmission electron microscopy. The irradiated samples were strained, at room temperature, up to the macroscopic yield point.Figure 1 illustrates the early stages of channel formation. The observations suggest that the cluster free regions, such as A, B and C, form in isolated packets, which could subsequently link-up to evolve a channel.

Do People’s Motives Influence Their Susceptibility to Imagination Inflation?

2010 ◽  
Vol 57 (1) ◽  
pp. 77-82 ◽  
Author(s):  
Stefanie J. Sharman ◽  
Samantha Calacouris
Keyword(s):  
Autobiographical Memory ◽  
Source Monitoring ◽  
False Beliefs ◽  
Explicit Motives ◽  
Imagination Inflation ◽  
Motivational Model ◽  
Past Experiences ◽  
Implicit And Explicit ◽  
Affiliation Motives

People are motivated to remember past autobiographical experiences related to their current goals; we investigated whether people are also motivated to remember false past experiences related to those goals. In Session 1, we measured subjects’ implicit and explicit achievement and affiliation motives. Subjects then rated their confidence about, and memory for, childhood events containing achievement and affiliation themes. Two weeks later in Session 2, subjects received a “computer-generated profile” based on their Session 1 ratings. This profile suggested that one false achievement event and one false affiliation event had happened in childhood. After imagining and describing the suggested false events, subjects made confidence and memory ratings a second time. For achievement events, subjects’ explicit motives predicted their false beliefs and memories. The results are explained using source monitoring and a motivational model of autobiographical memory.

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