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THE FOURTH ROAD, AULÒ, BEYOND THE FRAME, AND MAKA: A STUDY GUIDE
No full textThis study guide is aimed to help students explore four documentaries about postcolonial culture in Italy: The Fourth Road, Aulò, Beyond the Frame, and Maka. It is the result of a reflection and collective work by a professor who wrote the films and a teaching assistant and previous student of a course on migration studies. Each film features a prominent African Italian writer, respectively Kaha Mohamed Aden, Ribka Sibhatu, Ubah Cristina Ali Farah and Geneviève Makaping. After a brief plot summary, the study guide includes questions about various elements of cinematic style, such as sound, lighting, and genre conventions. It also explores themes related to migration cultures, including the feelings of multiple belonging and unbelonging experienced by immigrants. Additionally, the guide investigates spatial issues such as ghettoization, the spatialization of memory, and the concept of intimate and affective geography. Specific questions address the histories of Somalia, Eritrea, Cameroon, and Italy
Framing Generative AI Through A Critical Media Literacy Lens: A Reflective Practitioner-Inquiry Study
Full text linkIn this practice-based article, we share our experiences integrating Generative AI (GenAI) conversations into an undergraduate Critical Media Literacy course. Drawing from student surveys and self-assessments, qualitative analysis of classroom discussions, and reflective conversations between the authors, we found that our students perceived AI as both a learning aid and potential tool for cheating, depending on its intended use. We also found that students required more time and support than we initially thought to develop a critical perspective on GenAI tools. Reflecting on our experience and students’ feedback, we offer practical guidance for educators seeking to foster a more informed, critical dialogue on the role of AI in their classrooms. We call on educators to engage in open conversations about GenAI with students. We argue that it is not only essential to teach with AI but also to teach about AI, exploring its ethical implications and role in education
Final Doctoral Recital
Full text linkCello, Ludwig van Beethoven. Please see Additional Documents for Recital Program
Final Doctoral Recital
No full textPiano, Beethoven, Takashi Yoshimatsu, Arvo Pärt, Nikolai Medtner. Please see Additional Documents for Recital Progra
Final Doctoral Recital
Full text linkVoice, Vincenzo Bellini, Robert Schumann, Gabriel Fauré, Henri Duparc, William Bolcom, Jake Heggie, Tom Cipullo, Lowell Liebermann, Minho Chang, Young-shim No, Dong Su Shin. Please see Additional Documents for Recital Program
Integrating Artificial Intelligence and Evidence-Based Guidelines into Nursing Education
Full text linkArtificial Intelligence (AI) and emerging technologies are transforming the healthcare system and patient care delivery. Due to this, there is an essential need for faculty to incorporate AI into the nursing curriculum to educate students about its use and improve preparation for clinical practice. This practice-based article addresses the integration of AI into nursing education for students using AI-driven academic learning activities. These activities, created in alignment with the American Association of Colleges of Nursing (AACN) Essentials, explore clinical decision-making by comparing AI recommendations to evidence-based guidelines. Students are tasked with reflecting on AI’s accuracy and the ethical implications of technology in academia and practice. This article highlights the importance of responsible AI use in conjunction with critical thinking and evidence-based care. Through the integration of AI into education, students can develop the necessary skills and tools to provide safe and quality care to patients in a technology-driven healthcare system
Pedagogy of Dialogic Communication: Becoming Aware of Our Unconscious Beliefs
Full text linkNorms of the classroom limit our learning about ourselves. Hidden scripts guide our behavior. Beliefs we are unaware of are often behind our responses to ideas. Unconscious beliefs are connected to our immediate, spontaneous responses, referred to as intuitions in social intuitionist theory. Intuition is what we believe and can access at high speed without being aware of what we believe, without being aware of our reasons for believing it, and without knowing how we came to this belief or how we access it in memory. We experience intuitions as knowing something all at once. We know what we like, what we agree with, and the meaning of something all at once. We often know how we feel about something in a flash. The classroom is a place where we not only do not openly explore our intuitions, emotions, or who we are, but also a place where we ought not to deal with emotions or ourselves, and a place where we ought not to challenge one another’s beliefs. These are norms of classroom communication. We confuse disagreeing with others’ beliefs with disrespect. This paper argues that our beliefs are who we are and that learning who we are is best accomplished in dialogue that includes discussing our strong beliefs and challenging others’ beliefs. If we rule out expressing emotions, conflict, and deep beliefs in the classroom, we go a long way toward killing learning at its best: learning about ourselves
Quantum General Relativity
No full textWe construct a quantum general relativity model of spin 2 Yang-Mills fields, complete at the level of theoretical physics with complete mathematics not included. The construction includes a cosmological model. Existing Type Ia supernova data analysis used for this cosmology shows zero cosmological constant and zero dark energy
Final Doctoral Recital
No full textCello, Steve Reich, Sergei Prokofiev, Cesar Franck. Please see Additional Documents for Recital Program