A holistic arms control (HAC) analytical framework was employed to explore the full range of mechanisms that could potentially be utilised to effectively regulate the development, stockpiling, transfer or use of riot control agents (RCAs), incapacitants and related means of delivery. From this analysis it is clear that the Chemical Weapons Convention (CWC) and its attendant regime are the most appropriate and probably the most receptive mechanisms, at least in the short term, for the discussion of these concerns and the development of appropriate policy responses. However, the response of CWC States Parties to these issues is by no means certain and parallel processes should be established to explore alternative regulatory mechanisms with the Biological and Toxin Weapons Convention, UN drugs conventions, international and regional human rights instruments, international humanitarian law, and transfer controls potentially yielding positive results in the next five to ten year period. Other regimes that may well prove important in the longer term include: the international criminal court and other international criminal law entities; the UN Secretary General¿s investigation mechanism and other ad hoc UN investigatory mechanisms. A comprehensive HAC strategy for the regulation of RCAs, incapacitants and related means of delivery will also require active involvement of informed and activist civil society in societal verification; development and promotion of norms prohibiting the involvement of scientific and medical communities in weaponisation programmes intended for malign application; and far greater active engagement of such expert communities in relevant State and international policy development processes.

Inclusive arts education policy considers the arts a viable entry point to a holistic educational experience. It encourages educators to engage with students on a social and emotional level. Several studies have explored challenges with policy implementation that identify educators' interpretation of policy or assimilation to existing policy as a barrier to the full actualization of policy. Through a rigorous convergent mixed-methods study using convenience sampling, I present a thorough analysis of data that reflects internalized values, beliefs, and ideas. Seven contributors, five educational leaders, and two alumni completed interviews, and twenty-one educational leaders completed surveys utilizing Qualtrics (www.qualtrics.com/), a web-based survey tool. The results identify contextual relationships and offer a comprehensive narrative encompassing knowledge and understanding, resource availability, beliefs, and psychological factors influencing the interpretation and implementation of whole-child arts inclusive policy. The results were: Insufficient policy awareness of federal and state policy, significant knowledge of teaching and general assessment practices, and remarkable administrative support coupled with resource limitations; challenges with structural design, prioritization of arts education despite financial challenges, students’ perspective reciprocates structure; and alignment with mission and past experiences in arts education.

Yes / The aim of this paper is to describe the conceptualisation and development of an inclusive educational model. The model is designed to facilitate pre-registration midwifery students' learning around the health and social care needs of pregnant women seeking asylum in the United Kingdom. current literature has identified a concern about the standard of maternity care experienced by asylum seeking women accessing maternity services in the United Kingdom. In response to this, a doctorate study was undertaken which focused on examining the way in which a group of midwifery students approached the provision of care for asylum seekers. This study revealed difficulties that these students had both in identifying these women's needs and also in the wider care issues in practice. Consequently, one of the recommendations was to ameliorate these difficulties through midwifery education. Methods: the key findings from this study were used together with relevant supporting literature to construct “the pregnant woman within the global context” model for midwifery education. Results: The model is designed to facilitate a holistic assessment of need rather than focusing on the physical assessment at the expense of other aspects of care. It incorporates wider factors, on a global level, which could impact on the health and social care needs of a pregnant woman seeking asylum. It also prompts students to consider the influence of dominant discourses on perceptions of asylum seek;ing and is designed to encourage students' to question these discourses. Recommendations: this model can be used in midwifery education to prepare students in caring for pregnant women seeking asylum. It may be especially helpful when students have close contact with pregnant women seeking asylum, for example through caseloading. Further research is recommended to evaluate the effectiveness of this model in enhancing the care of asylum seeking women in the United Kingdom.

Yes / This paper examines the feasibility of using a holistic approach to sustainability in a business context. The aim is to help organisations from a healthcare perspective increase their adaptability to volatile business environments, by aligning external and internal elements with success, based on internal validation of output. A literature review on existing sustainability theory was conducted and the results divided into versions of sustainability from an initial idea (1.0), to a situation where sustainably will become the nature of business rather than one of its objectives (4.0). In order to align business health and strengthen self-healing powers of businesses, eight pillars of relevance were identified as post conditional. The method adopted to interpret the approaches was informed by a structured process of healthcare perspectiveness healing using figurational dynamics as an analytical lens. Findings indicate that for implementation of an improvement structure based on holistic governance to be successful, acceptance of changes in economic, political and social spheres towards holistic business development need to exist. Secondly, figurational dynamics has to evolve as an overarching or inclusive system to include influences and inspiration from various specialist arenas.

Thesis advisor: Heather Rowan-Kenyon / The U.S. college sports system is a multibillion-dollar industry. For more than a century, higher education institutions and the National Collegiate Athletic Association (NCAA) have found ways to financially capitalize on the commercial appeal of college sports while preventing the student-athletes from sharing in the profits. Although the amateurism policies that restricted athletes from earning money have recently changed, the culture that prioritizes their athletic successes over academic goals has not. This pressure to win at all costs leads to exploitation of the Black student-athletes (BSAs) who comprise most of the revenue-producing teams at predominantly White schools (PWIs). Understanding BSAs’ academic and athletic experiences at PWIs requires a systems approach that examines how different systems influence their academic outcomes and sense of belonging.Using Bronfenbrenner and Morris’s (2007) Bioecological Model of Human Development as the overarching framework, this 3-paper qualitative dissertation explores how precollege experiences and intersecting identities shape interactions in BSAs’ microsystems and their sense of belonging at PWIs. The purpose of paper 1 is to understand how agency from precollege experiences influences Black football student-athletes’ (BFSAs) perception of the racial climate and sense of belonging at PWIs. Paper 2 explores how Black female basketball student-athletes’ (BFBSAs) intersectional identities impacts their academic experiences, self-efficacy and belonging. Paper 3 seeks to understand how current Division I (DI) policies influence football and women’s basketball coaches’ ability to provide holistic education to their student-athletes. Phenomenological interviews with Black former football players in paper 1 revealed that precollege experiences and attitudes influenced their decisions to attend PWIs over historically Black colleges and universities (HBCUs), shaped their perception of the racial climate at PWIs, and helped them develop agency to succeed, but finding belonging often depended on holistic experiences. In paper 2, phenomenological interviews with Black former women’s basketball players revealed how precollege academic identity, intersectionality, and coaching ethos impacted academic self-efficacy and belonging. In paper 3, in-depth interviews with football and women’s basketball coaches generated a theory of holistic coaching and revealed the challenges coaches face in providing a holistic education, including the changing student-athlete population and the transactional nature of college sports, and how they support the student-athletes of color on their teams. College athletics is a time-honored tradition that will continue to become more transactional as the financial stakes increase. Head coaches depend on the BSAs they recruit to elevate their athletic programs by delivering national championships to their institutions. The college sports system’s expectations that coaches prioritize athletic achievement over academic success are detrimental to BSAs’ academic experiences and belonging at PWIs. It is time for institutions to appreciate BSAs’ contributions beyond their athletic talents and provide the necessary resources to ensure their holistic development and successful outcomes. This 3-paper dissertation fills an essential gap in the literature on BSAs and makes recommendations to PWIs looking to improve their experiences. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This thesis explores how architectural design can shape future generations by creating kindergarten environments that foster a profound connection with nature, promote self-directed learning, and instill social responsibility. The study draws on historical perspectives, examining the origins of kindergartens inspired by Friedrich Froebel, which emphasized nature and community-oriented spaces. It contrasts these with contemporary approaches shaped by evolving pedagogies and societal needs, highlighting the demand for adaptable, multifunctional learning spaces. The proposed design introduces a new architectural vision, integrating sustainable elements to create "a building that teaches." Inspired by the natural geometry, the design emphasizes flexibility and adaptability to support children's holistic development. This approach seeks to nurture environmentally conscious individuals by fostering a mindset of harmonious coexistence with nature. Through architectural strategies, the project addresses the developmental needs of children while unlocking their potential to contribute positively to global challenges. By reimagining kindergarten architecture, this study underscores the role of design in shaping a sustainable and socially responsible future, aiming to inspire generations to live as integral, caring members of Earth's ecosystem. / Master of Architecture / This project examines how the design of kindergartens can influence future generations by creating spaces that encourage a strong bond with nature, foster independent learning, and promote a sense of social responsibility. It looks at the origins of kindergartens, inspired by educational pioneer Friedrich Froebel, who emphasized natural settings and community-focused learning. These ideas are compared to modern approaches that address evolving educational needs and emphasize flexible, multifunctional spaces. The proposed design introduces a forward-thinking approach to kindergarten architecture. By incorporating natural elements and sustainable materials, the design creates "a building that teaches," encouraging children to learn through interaction with their environment. Inspired by natural geometry (geometry from nature), the design is meant to be adaptable and grow with the needs of its users, supporting children's overall development while nurturing environmental awareness. This vision goes beyond creating a building—it aims to help children develop into thoughtful, eco-conscious individuals who live in harmony with nature. By rethinking how kindergartens are built, this project highlights how architecture can play a key role in preparing future generations to face global challenges responsibly.

Complimentary and alternate medicine, especially Ayurveda is gaining popularity in United States. However, there are various barriers that people face in adopting Ayurvedic practices into their lives and making cultural, familial and societal changes to better their health. This research explores these relationships and barriers behind why some people adopt and are able/unable to sustain Ayurvedic practices in the presence of traditional bio-medicine.

Cognitive linguists posit that language as a system of meaning is closely related to cognition and to the associated perceptual and physiological structures of the body. From the cognitive semantic viewpoint, cognitive processes underpin and motivate linguistic phenomena such as categorisation, polysemy, metaphor, metonymy and image schemas. The pedagogical implication of the cognitive semantic perspective is that understanding these cognitive motivations facilitates language learning. This dissertation uses an applied cognitive semantic approach to `make sense' of a traditional knowledge system, Traditional Chinese Medicine (TCM). TCM views human physiology as a holistic and dynamic system that exemplifies the same principles as the cosmos-environment. TCM models result in a categorisation of physiological phenomena based on a complex system of experiential and cosmological correspondences. I suggest that the holistic epistemology of cognitive linguistics is well suited to an understanding of these holistic models. From a pedagogical viewpoint, I argue that an analysis of the cognitive motivations which underpin TCM categorisations and the polysemy of some key TCM terms can help the student make sense of TCM as a meaningful system of thought and practice. Both the theoretical and applied approaches explored in this dissertation should have relevance to other traditional knowledge systems, particularly traditional medical systems. / Linguistics / M.A. (Linguistics)

The purpose of this project is to develop an integrative unit for peace education that is based on analyzing song lyrics and developing critical literacy.

The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.