96689 research outputs found
Sort by
Grounded in Touch: The Science Behind Anxiety Relief and Human Connection
Get PDFBackground: Anxiety disorders are among the most pervasive mental health challenges worldwide, affecting individuals across all demographics and socioeconomic backgrounds. As a leading contributor to disability and diminished quality of life, anxiety continues to rise in prevalence, exacerbated by global crises and societal stressors. This study explored how Zero Balancing (ZB) supports individuals with anxiety. Researchers hypothesized that ZB would lower the perceived severity of general anxiety and reduce perceived anxiety symptoms.
Methods: A concurrent mixed-methods phenomenological research design was utilized to honor the holistic nature of bodywork and explore participants\u27 lived experiences. This national study involved 320 ZB sessions facilitated by 12 certified ZB practitioners trained in research methods. Each participant received one ZB session weekly for four weeks, ensuring consistency by working exclusively with the same practitioner. Anxiety levels and symptoms were gathered via pre/post-session Hamilton Anxiety Rating Scale (HAM-A) and General Anxiety Disorder-7 item Scale (GAD-7). Face-to-face, semi-guided, video-recorded interviews were conducted at the end of the series. The quantitative aspect included pre/post assessments reported with descriptive statistics and a paired samples t-test (one-tail). Qualitative data was assessed for themes.
Results: The t-tests (one-tailed) for generalized anxiety severity (M=5.8, SD=0.462, N=80) was significant (p
Conclusions: Zero Balancing effectively reduced anxiety severity and symptoms, highlighting the critical role of somatic awareness in anxiety management
Every Grain of Sand: 2024 Changes to the Scope of Higher Education Unionization
Get PDFIn this research note, we supplement the findings presented in the National Center’s 2024 Directory of Bargaining Agents and Contracts in Institutions of Higher Education. We aggregate and analyze data on changes in academic collective bargaining relationships for faculty, postdoctoral scholars, and graduate and undergraduate student employees in the year 2024. Our findings demonstrate that the growth in academic collective bargaining over the past decade that we documented in the 2024 Directory has continued. However, we find some significant contractions in faculty unionization through institutional closures and the revocation of bargaining units in the state of Florida. The research note closes with reflections on the implications of the changing federal legal landscape for the future of academic collective bargaining
Dr. Mari Kita
No full textMari Kita graduated with a Ph.D. from the University of Hawaii at Manoa in 2018. Her areas of interest include feminist criminology, crime and punishment in Japan, and criminological ethnography. She was born and raised in Tokyo, Japan.
Featured Bookhttps://thekeep.eiu.edu/authors_at_eiu_bios/1008/thumbnail.jp
Artifact Investigation as an Access Point to Doing Social Studies
Get PDFSocial studies methods coursework at two Minority-Serving Institutions (MSIs) emphasizes providing access to rigorous social science education for all. Teacher candidates (TCs) learn to design equitable opportunities for students in the elementary and middle level classrooms to engage in inquiry–to do social studies. One tool social scientists use to “do” their work is artifact investigation. Artifacts, such as historical photographs and primary sources, help students connect with cultural and historical contexts. Using digital artifacts from the Library of Congress (LOC), TCs create opportunities for students to explore social dynamics, identity formation, power structures, and community development through cultural realia. Artifacts serve both as subjects of study and tools for fostering informed questioning and investigative inquiry. Aligned with the National Council for the Social Studies (NCSS)C3 Framework (2013), which promotes inquiry-based learning, we demonstrate how to integrate digital artifacts into interdisciplinary social studies lessons with TCs, equipping them to apply the same approach with their future students. Drawing from Harvard\u27s Project Zero’s Thinking Routine Toolbox, TCs design activities to help students develop deep, reflective thinking. By selecting images meaningful to their communities, TCs create learning experiences that leverage students\u27 voices and assets, using artifacts that align with grade-level curricula. TCs integrate artifact investigation into learning segments, guiding students to examine past events, contexts, and figures, with an emphasis on student inquiry. We showcase work samples from two TCs demonstrating how they plan to implement these strategies in classrooms with students of color. Equitable access to “doing” social studies fosters content knowledge, skills, and processes to empower all learners.
References:
Harvard Graduate School of Education. (n.d.). Project Zero’s Thinking Routine Toolbox. Retrieved October 13, 2024, from https://pz.harvard.edu/thinking-routines
Library of Congress. (n.d.). Digital artifacts. In Library of Congress.gov. Retrieved October 13, 2024, from https://www.loc.gov/
National Council for the Social Studies. (2013). The College, Career, and Civic Life (C3): Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. Retrieved October 13, 2024, from https://www.socialstudies.org/system/files/2022/c3-framework-for-social-studies-rev0617.2.pd
Using Trade Books to Thematically Teach Civil Rights Issues
Get PDFThis semester-long project examined the use of social studies trade books to thematically teach the civic contributions of three individuals who served as change agents in the United States during the late 19th and early 20th century. Two were African American men, Robert Smalls and Frederick Douglass, who took civic action to address racial discrimination faced by the Black community following the U.S. Civil War. The other was Ida B. Wells who challenged social inequities and injustices within her community. Throughout this project, sixth-grade students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of these three individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor yet struggled to make connections between examples of historic oppression and contemporary examples of societal oppression
