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Navigating Kingship: Sea Power and Sovereignty in Gower\u27s Confessio Amantis
No full textThis article examines John Gower’s Apollonius of Tyre in the Confessio Amantis through the lens of the blue humanities, giving special attention to the ways in which the tale treats the sovereign’s maritime domain as integral to the terrestrial. Apollonius depicts sovereignty over aquapelagic space, with the sea serving both as a channel of exchange and as a figurative medium through which sovereignty is negotiated. The crucial issue that aligns the Apollonius tale with the concept of English sovereignty lies in its vision of thalassocratic space in which kingship is grounded in sea power and the sea as a connecting network. By situating his final lesson on kingship within the eastern Mediterranean aquapelago, Gower meditates on sovereignty, the sea, and the precarious responsibilities of rule. This geospatial analogy affords a topical reading: Gower’s tale critiques Richard II for failing to “keep the seas” as Edward III had and for failing to govern himself appropriately as a king
The Impact of Test-Optional Policy on Private College Admissions During the COVID-19
No full textThe COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns linked to the test-optional policy. Comparisons with pre-pandemic data suggest that the policy coincided with a broader applicant pool and increased applications from students from lower socioeconomic backgrounds. However, the diversity of the enrolled student body remained relatively unchanged. Across the dataset, admitted students with higher high school GPAs were more likely to enroll. Among these, Black students who submitted test scores demonstrated higher enrollment likelihood than their peers
Intentional Resiliency Mentoring: A Mixed Methods Study Exploring A Pilot Mentorship Program for Occupational Therapy Students
No full textBecause of high levels of reported stress, occupational therapy (OT) students’ ability to employ interpersonal skills and professionally manage conflicts is impeded. This mixed methods pilot study investigated the impact of an Intentional Relationship Model (IRM) informed mentorship program on OT students’ perceived stress and self-efficacy for interpersonal communication. Students (N = 21) completed pre and posttests of the Self Efficacy for Therapeutic Use of Self Scale (SETUS) and the Perceived Stress Scale (PSS-10). Six monthly mentor journals (N = 6) were collected to further explore the student experience. Quantitative findings demonstrated students’ (N = 21) ability to manage stress significantly improved (p = 0.03). Qualitative themes supported the program efficacy through students\u27 increased feelings of comfort with skill building, appreciating peer support, engaging in self-care, and incorporating effective communication strategies with the fieldwork educator. Student mentorship following a resiliency education and IRM framework may improve students’ ability to manage stress while on Level II fieldwork by providing mentor and peer support, an opportunity to problem-solve, share resources, and emphasize the importance of self-care. Several insights regarding program feasibility and usefulness were gained which inform future programming
Understanding Graduate Occupational Therapy Educators’ Use of Trauma-Informed Approaches in the Classroom
No full textTraumatic events can alter the brain structure and affect cognitive capacities and academic performance. Educators at all grade levels are responsible for supporting students through trauma-informed approaches. Previous trauma-informed research focused on K–12 education levels. The experience of graduate-level occupational therapy educators who have applied trauma-informed approaches to improve student learning have not been explored. This general qualitative study explored the experiences of occupational therapy educators who used trauma-informed approaches. The conceptual framework was the trauma-informed care model. Ten graduate-level occupational therapy educators with at least 1 year of teaching experience were recruited and participated in semi structured interviews. Data were analyzed using open and axial coding to identify seven themes: learning environments, teaching approaches, occupational therapy integration, understanding and addressing student trauma experiences, educator well-being and balance, challenges in evaluating the effectiveness of trauma-informed approaches, and professional growth and adaptability. The findings could foster positive social change by giving administrators and universities insights into occupational therapy educators’ experiences, thereby guiding the creation of more supportive curricula and policies for trauma-informed approaches
