Reflections of Leadership Narratives

This narrative focuses on a classroom teacher called to forge a path for students during online learning by using journal writing as well as a variety of other methods including sharing life lessons, discussing time management, and organizing priorities. Transformative leadership requires vulnerability, courage, and innovation. During difficult times such as the recent pandemic, leaders need to demonstrate creativity and resilience. Anyone who wishes to enhance a leadership role can benefit from the strategies presented.

Using Storytelling to Apply Lessons from PCAOB Enforcements

The real-life failures of others provide vivid opportunities to learn. Audit failures and rule infractions stemming from Public Company Accounting Oversight Board (PCAOB) inspections represent the few instances where detailed information about financial statement audits is made publicly available. The PCAOB enforcement reports contain a wealth of information and offer greater transparency in regard to the audits of SEC registrants. This project uses these reports to teach real-life lessons in the context of the complex regulatory environment in which registered audit firms operate. Students examine the information from these enforcements and then craft and present the stories of the related audit failures. This approach has a proven impact on learning, and students who completed the project reported enhanced knowledge of the regulatory process and audit standards. The student presentations can also be used in a professional environment for CPAs to earn CPE. We provide advice to faculty who wish to pursue a similar option.

Exploring the Concept of the Ethical Will as a Way to Leave a Legacy of Values: A Scoping Review

Ethical wills communicate a legacy of values through non-legal emotional and supportive instruction to others and are distinct from legal or living wills. Employed for centuries, little is known about how and why ethical wills are used. We conducted the first scoping review on ethical wills to survey the breadth of published information and identify how they are defined and utilized. We followed the Joanna Briggs Institute methodology for scoping reviews employing an a priori protocol and PRISMA-ScR reporting guidelines . We searched 14 databases in November 2019 and January 2021 without filtering publication date or type. Our final extraction form included frequently used terms describing content, purpose, and outcomes. Two reviewers independently screened 1,568 results. Final extraction included 51 documents from 1997-2020, which were primarily published in lay or peer-reviewed journals within law, estate and financial planning, and religion; only 6 research articles were identified. Most frequently, descriptors characterized ethical wills as a non-material legacy of values, beliefs, wisdom, and life lessons learned written to family or future generations. Ethical wills were utilized most to be remembered, address mortality, clarify life’s meaning, and communicate what matters most. They provided opportunity to learn about self, were considered a gift to both writer and recipient and fostered intergenerational interaction and transcendence. Our findings highlight interdisciplinary utilization and dearth of research on ethical wills. Gerontological research is needed to explore ways ethical wills can be used to enhance generativity and intentional living as individuals age and prepare for the end of life.

Generativity in Life Review: Discovering Life Lessons and Wisdom in Naturalistic Intergenerational Conversations

According to the theory of generativity, one would expect older adults to inherently feature life lessons in naturalistic conversations with younger adults. Little though, is known about the process of these conversations, and to what extent they convey wisdom characteristics. In this project, intergenerational conversations between university students and older adults living in assisted and independent living communities were analyzed to identify life lessons within older adults’ informal life reviews. In the original study, 37 young and 52 older adults engaged in an intergenerational interaction as part of an undergraduate course. These conversations were recorded with participants’ consent, and transcribed with identifying information removed. For the current project, we analyzed 15 of these recorded conversations, averaging 46 minutes each between 10 students and 5 older adults to (1) develop a coding scheme and procedure to examine life lessons in intergenerational conversations, and (2) investigate whether wisdom characteristics are embedded into life lessons shared in this context. On average, each older adult referenced 4 life lessons (SD = 2) per conversation, which were coded for the following constructs: meaning making, personal growth, emotional valence, wisdom characteristics, life lesson type, and autobiographical memory type. Exploratory analyses suggest life lessons are inherently integrated into naturalistic intergenerational conversations, and that reflectivity is the most frequently expressed wisdom characteristic. This supports previous research identifying reflectivity as key to wisdom, and to the process of generativity. Further analysis is needed to illuminate the value of intergenerational conversations, particularly in a time of age segregation and ageism.

Life Lessons from the Landscape: Spatial Education for Earthquake Preparedness

<p>Architecture can be conceived and designed as an active participant in enhancing awareness of the prevalence of seismic activity by illuminating the unremitting transformation of the landscape and providing places where interaction is focussed around seismic issues. The continued awareness of changes to our landscape, potential loss of life, property, and national cultural or historical artefacts is an important means by which future preparedness can be encouraged. This thesis argues that an awareness of the message to safeguard one's future and one's family's futures could be understood through a spatial experience. This thesis proposes an architectural approach for seismically active contexts using a specific site – a recreational reserve called Harcourt Park in Upper Hutt – as a design research case study. The site is of great geological significance to the Wellington region and New Zealand as its natural landmarks can be used to measure and publicly witness the direct effects of seismic movement along the Wellington Fault line which runs through the centre of the site. The thesis uses architecture to transform the site into a living memorial, which recognises the past devastating earthquakes in New Zealand and provides for the commemoration of losses from future damaging earthquakes should public preparedness not improve. The architecture also functions as an earthquake education facility and geologist research facility in order to enhance the educational experience of the site. The intention of the thesis is to use architecture as a means of actively enhancing public awareness of the need to understand and prepare for the effects of seismic activity.</p>

Life Lessons from the Landscape: Spatial Education for Earthquake Preparedness

<p>Architecture can be conceived and designed as an active participant in enhancing awareness of the prevalence of seismic activity by illuminating the unremitting transformation of the landscape and providing places where interaction is focussed around seismic issues. The continued awareness of changes to our landscape, potential loss of life, property, and national cultural or historical artefacts is an important means by which future preparedness can be encouraged. This thesis argues that an awareness of the message to safeguard one's future and one's family's futures could be understood through a spatial experience. This thesis proposes an architectural approach for seismically active contexts using a specific site – a recreational reserve called Harcourt Park in Upper Hutt – as a design research case study. The site is of great geological significance to the Wellington region and New Zealand as its natural landmarks can be used to measure and publicly witness the direct effects of seismic movement along the Wellington Fault line which runs through the centre of the site. The thesis uses architecture to transform the site into a living memorial, which recognises the past devastating earthquakes in New Zealand and provides for the commemoration of losses from future damaging earthquakes should public preparedness not improve. The architecture also functions as an earthquake education facility and geologist research facility in order to enhance the educational experience of the site. The intention of the thesis is to use architecture as a means of actively enhancing public awareness of the need to understand and prepare for the effects of seismic activity.</p>

A Study on Oliver Twist's Sadness in Charles Dicken's Novel

This research uses the innovative Oliver Twist novel. The purpose of this study is to describe the sadness that can be taken as a lesson from the main character in the Oliver Twist novel, and to show how the sadness is presented by the main character. This research deals with how sadness affects learning and can be found in a novel by Charles Dickens. In this scientific study and research, the writer uses descriptive qualitative to describe, analyze, and discuss research problems. Other information relevant to the investigation is also being sought by the researchers. The author conducted a research question to find how sadness can be reduced by studying "Oliver Twist" in a story from a functionalist perspective, symbol perspective, conflict, and perspective. After analyzing Oliver Twist novel the author found some sadness that can make life lessons in the main character, such as fortitude, sympathy, courage, honesty, cooperation, gratitude, not giving up easily, humility, and kindness.

Tūrangawaewae | A place to stand

<p><b>The landscape concealed beneath the concrete surfaces of our cities is replete with heritage stories representing the transformative evolution of the land, our culture and our ever-evolving society. The architecture upon these urban landscapes, however, is often only challenged to represent an architectural style (aesthetic), function (programme) or a public mask (branding) of the building. As a result, architecture tends to neglect the evolving identity of its context, allowing the stories of the site’s heritage to become lost beneath the growing layers of urban development. This thesis asks:How can urban architecture help to reawaken the transformative heritage stories that form place identity, enabling architecture as well as its inhabitants to have a place to stand | tūrangawaewae?</b></p> <p>Place identity for Māori is embodied in the concept of tūrangawaewae––a place to stand. For Māori, the place where a person learns important life lessons and feels a connection with their ancestors is usually the marae. In this place they have earned the right to stand up and make their voices heard. In this place they are empowered and connected to both the land and to one another. Tūrangawaewae––a place to stand––embodies the fundamental concept of our connection to place (“Papatūānuku – the land”). The research site selected to explore this question is the urban area in and around Te Aro Park in central Wellington, which was once the site of Te Aro Pā. This site provides the thesis with a rich polyvalent layering of stories, interweaving landscape heritage, Māori heritage and colonial heritage within a single architectural context. This thesis is framed as an ‘allegorical architectural project’, which is defined by Penelope Haralambidou as a critical method for architectural design research that is often characterised by speculative architectural drawing. The allegorical architectural project integrates design and text to critically reflect on architecture in relation to topics such as art, science and politics (Haralambidou, “The Fall”, 225).</p> <p>The design-led research investigation explores how an allegorical architectural project can help to enable urban architecture to reawaken the transformative heritage stories that form place identity—utilising speculative architectural drawing as a fundamental tool for enabling architecture as well as its inhabitants to manifest a sense of belonging. The thesis proposes an allegorical architectural project as a research vehicle through which place identity can be challenged and fulfilled. By positioning an architectural intervention and its context within a dialectic confrontation, it examines how an allegorical architectural project can represent and communicate the temporal and multi-layered nature of place identity within a static architectural outcome.</p> <p>By reconnecting architecture with site, and interpreting this connection allegorically within the design process, this thesis investigates how architecture can allegorically become the living inhabitant of a site, where the site itself gives architecture its tūrangawaewae, a place to stand.</p>

Abstraction of Minahasan folklore in food tradition

The main purpose of folklore is to convey present useful information and everyday life lessons in an easy way for the common people to understand. "The transmission process of folklore is still largely undocumented." Minahasan people still believe that Folklore become a philosophy in life. That philosophy never changes although time is changed until era 0.5. This research is entitled “Abstraction of Minahasan Folklore in Food”. The problems are the form and meaning of abstraction of Minahasan folklore in food. The method used is a qualitative method through an ethnography at the level of descriptive synchronic linguistics. An ethnographic approach was applied in data collection so that the form and meaning of Minahasan traditional food are in line with the concept of people’s of Minahasa. This research uses the Gastronomy linguistics approach and purposive sampling. The theory of Syntax by Givon (1994) and theory of meaning by Leech (1981) are used to analyze the data. The results showed that Minahasan Folklore consist of several titles are as follow: I royor si koki’ ,Toar Lumimuut, Si Naa en Jaa,Tumideng (Tumileng), Lingkambene (padi yang melambai), Wuwun Sewe, Tjarema, Sisil an dumoro’ in tjinamualian in tama i Maesa tanu in and Panagian.