Severity: Warning
Message: file_get_contents(https://...@pubfacts.com&api_key=b8daa3ad693db53b1410957c26c9a51b4908&a=1): Failed to open stream: HTTP request failed! HTTP/1.1 429 Too Many Requests
Filename: helpers/my_audit_helper.php
Line Number: 176
Backtrace:
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 176
Function: file_get_contents
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 250
Function: simplexml_load_file_from_url
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 3122
Function: getPubMedXML
File: /var/www/html/application/controllers/Detail.php
Line: 575
Function: pubMedSearch_Global
File: /var/www/html/application/controllers/Detail.php
Line: 489
Function: pubMedGetRelatedKeyword
File: /var/www/html/index.php
Line: 316
Function: require_once
The evolving demographic landscape in the United States is a cause to shift leadership training approaches to better serve diverse populations. This article addresses the call for leadership educators to create inclusive, courageous training environments that reflect the increasing diversity in educational and professional settings. Traditionally, leadership education has centered on White and masculine paradigms, often neglecting the unique experiences of historically marginalized groups. This article emphasizes the importance of recognizing and incorporating social identities into leadership training by using these four key strategies: (1) building trust, (2) acknowledging social identity, (3) identity-based storytelling, and (4) experiential learning activities. By integrating these strategies, leadership educators can foster environments that are conducive to deeper learning and engagement.
Download full-text PDF |
Source |
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11644107 | PMC |
http://dx.doi.org/10.1002/yd.20646 | DOI Listing |
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