"Comprehensive, Combining, and Subtle": Ishmael's Philosophy of Connection in Melville's Moby-Dick

This paper explores the lived philosophy of Ishmael in Herman Melville’s epic, Moby-Dick, particularly as it contrasts with Captain Ahab. Furthermore, this paper examines how Ahab’s narcissism ushers him towards death, while Ishmael’s collectivism guides him towards life. While Ahab is obsessed with himself and his goal of killing Moby Dick, which leads to his own demise, Ishmael is focused on exploring people and their respective philosophies in order to express the infinite spiritual aspects of human life. Ishmael learns from his mistakes, listens to the perspectives of others, and searches for spirituality through various religious and secular means. The form of the novel mirrors its narrator’s wide and wandering curiosity, as Ishamel shares with the reader both the narrative story of the Pequod and worldly facts about the sperm whale. The novel’s form enhances Ishamel’s actions within the story, revealing a nuanced philosophy that values human connection and curiosity. While some scholars have made claims that Ishmael’s narrative style reflects his confusion or ambiguity, this paper argues that it is actually evidence of a life-sustaining philosophy, one which eventually saves Ishmael from being swallowed by the whirlpool caused by Ahab’s pride.

Reimagining the Magic of the Workshop Model

Entering a classroom that embraces the workshop model is like walking into a galaxy of magic. You could feel a sense of wonder as teachers and learners examine new skills and strategies and feel a thrill as students are empowered to move towards independence. It's a framework that builds human connection and cultivates relationships; it honors authentic literature and relevant learning experiences. During the pandemic, the essence of the workshop environment was compromised. There were barriers that prevented teachers and students from communicating in the same ways. This chapter delves into how to shift the gradual release of the workshop model to blended/hybrid/hyflex learning environments; it will explore how to invite change, rally learners, examine non-negotiables in physical and virtual spaces, and honor the framework. It will look at utilizing digital platforms efficiently, setting expectations, and creating spaces where all learners are valued. When learners are the heart of decision making, the magic of the workshop model has the potential to live on in any environment!

Appreciative Inquiry and Virtual Technology: An Improbable Pair for Accelerating the Wholeness Principle

In today’s environment it is easier than ever to host a virtual event, and gather stakeholders and sponsors to attend webinars or engage in recorded sessions. At the same time, there is also a great need for human connection, wholeness, and the ability to bring diverse and broad groups of people together for positive change. This environment is the perfect accelerator for Appreciative Inquiry practitioners to intentionally evolve using new technologies and virtual tools.

Experiences of care for self-harm in the emergency department: comparison of the perspectives of patients, carers and practitioners

Background Each year, 220 000 episodes of self-harm are managed by emergency departments in England, providing support to people at risk of suicide. Aims To explore treatment of self-harm in emergency departments, comparing perspectives of patients, carers and practitioners. Method Focus groups and semi-structured interviews with 79 people explored experiences of receiving/delivering care. Participants were patients (7 young people, 12 adults), 8 carers, 15 generalist emergency department practitioners and 37 liaison psychiatry practitioners. Data were analysed using framework analysis. Results We identified four themes. One was common across stakeholder groups: (a) the wider system is failing people who self-harm: they often only access crisis support as they are frequently excluded from services, leading to unhelpful cycles of attending the emergency department. Carers felt over-relied upon and ill-equipped to keep the person safe. Three themes reflected different perspectives across stakeholders: (b) practitioners feel powerless and become hardened towards patients, with patients feeling judged for seeking help which exacerbates their distress; (c) patients need a human connection to offer hope when life feels hopeless, yet practitioners underestimate the therapeutic potential of interactions; and (d) practitioners are fearful of blame if someone takes their life: formulaic question-and-answer risk assessments help make staff feel safer but patients feel this is not a valid way of assessing risk or addressing their needs. Conclusions Emergency department practitioners should seek to build a human connection and validate patients’ distress, which offers hope when life feels hopeless. Patients consider this a therapeutic intervention in its own right. Investment in self-harm treatment is indicated.

Ecological Apocalypse in the Poetry of Patrick and Emily Brontë

This essay considers relationships between nature, ecology and apocalypse in the poetry of Patrick Brontë (1777–1861) and Emily Brontë (1818–1848). It argues that though Patrick’s poetry emphasises the spiritual benefits of human connection with the natural world, his apocalypticism leads him to see no eschatological future for the natural world. Emily’s poetry is more attentive to destruction and violence in the natural world, but it also offers an eschatological vision of a future in which all of creation participates. Reading Emily’s poetry in theological conversation with that of her father, this essay argues that Emily reinterprets Patrick’s evangelical apocalypticism in the light of her understanding of God as the eternal source of all finite being. Drawing on a theological view of creation as God’s eternal relationship with the earth, Emily suggests that meaningful eschatological hope can be located only in a future in which the whole of creation participates with the human.

Adapting to Frequent Changes: The Roles of Job Crafting and Personal Needs

Drawing on the transactional theory of stress and self-regulation theory, we propose a conceptual framework to examine how change frequency relates to approach or avoidance adaptations. Multiwave, multisource data from a matched sample of 424 subordinates and their supervisors indicate that (a) approach and avoidance crafting mediates the negative relationship between change frequency and adaptivity, (b) the need for human connection weakens the relationship between change frequency and approach–avoidance crafting, (c) the need for control strengthens the relationship between change frequency and approach–avoidance crafting, and (d) change frequency has a weakened (strengthened) indirect effect on adaptivity via approach crafting and avoidance crafting when employees have a high need for human connection (control). This study expands the research on job crafting and adaptivity and provides practical implications for organizations undergoing or soon to undergo changes.

Lists of Opportunities: My Experience as a School Librarian During the COVID-19 Pandemic

In this paper I share my experiences, opinions and perspectives of running a school library during the COVID-19 pandemic. I discuss the difficulties and problems I have encountered, but also the opportunities for creativity that have presented themselves. From experiencing government cutbacks to layoffs and school closures, I discuss my feelings and frustrations about COVID-19 and how it prevented me from doing my job. I demonstrate how the pandemic heightened the feeling of isolation and loneliness in a job that can already make one feel disconnected; I highlight the importance and need for human connection. I also examine the new creative opportunities that working during a pandemic has given me, like asynchronous programming, collection development, professional development and a chance to experiment or renovate. This paper is meant to highlight the importance of school libraries and start a discussion of our role before and after the pandemic. Advocacy helps ensure that school libraries remain open. My goal is to give a glimpse of day-to-day library practice in a school library during the pandemic and share ideas and information with the library and information community. My views and opinions are my own, and the context will be different in every school.

Five Roles for Psychologists in Addressing Climate Change, and How They Are Informed by Responses to the COVID-19 Outbreak

This paper discusses five areas where psychologists have roles in helping to address climate change, its effects on the planet and human beings, these five areas are as follows: (1) Changing human behaviors that are causing climate change. (2) Increasing human connection with nature in positive ways to heal both the planet and human beings. (3) Advising and assisting on leadership for good governance to protect the planet. (4) Providing support and psychological interventions for those affected by climate change. (5) Preparing for bad outcomes and helping adaptation and survival should these occur. This paper considers the Coronavirus (COVID-19) outbreak and how responses to it give insights for responses to climate change.