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From Amazon to Malaya: Polyphonic Narratives of Writers and Subaltern Voices in Colombian and Malaysian Rubber-Forest Literature
No full textInstrumental Teachers and Their Musical and Pedagogical Decisions Around Gender
No full textThis study investigated how secondary-level band teachers navigate musical and pedagogical decisions related to gender in ensemble classrooms. Prompted by the author’s personal experiences as a female trombonist and the observed underrepresentation of women in band settings, the research explores the ways gender influences repertoire selection and classroom practices. Drawing on semi-structured focus groups with practicing band teachers, findings reveal that while educators generally prioritize student needs in repertoire selection and classroom management, explicit consideration of gender is often limited. Teachers reported that music publisher offerings and district policies significantly influence repertoire choices, frequently resulting in a continued predominance of works by male composers. Although some participants expressed awareness of gender disparities—such as the underrepresentation of women as band directors and composers—most lacked concrete strategies for addressing these issues in their teaching. Few teachers actively discussed gender with students or intentionally sought out gender-diverse repertoire. The findings of this study highlight the need for increased awareness and intentional practices to support gender inclusivity in secondary music education
Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy as Interventions for Generalized Anxiety Disorder: A Meta-Analytic Review
No full textThis systematic review and meta-analysis examined the efficacy of mindfulness-based interventions (MBIs), specifically Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), in reducing anxiety symptoms in individuals with Generalized Anxiety Disorder (GAD). A review of the literature revealed that while GAD affects millions globally, many individuals diagnosed with GAD do not receive treatment. This review evaluated the effectiveness of MBIs using randomized controlled trials (RCTs) and non-RCTs, focusing on effect sizes, study quality, and control conditions. The central hypothesis was that MBCT would significantly reduce anxiety symptoms, particularly in comparison to inactive control groups. Meta-analytic results showed that MBSR yielded a large average effect size while MBCT demonstrated a smaller effect. Active controls also showed a large effect whereas inactive controls had no influence on GAD measures. Statistical heterogeneity was observed across studies. Methodological quality was mixed; most studies showed high risk of bias due to lack of blinding, inconsistent outcome measures, and small sample sizes. Other limitations included variable definitions of clinical thresholds for GAD, limited reporting on comorbidity, and sample compositions skewed toward female participants. Despite these limitations, the study supports the integration of MBIs in treatment planning for GAD, while emphasizing the need for more rigorous future research
Book Review of Douglass, J.A. (2021). Neo-nationalism and universities: Populists, autocrats, and the future of higher education.
No full textThe Effect of the Druze Education Reform in Israel and Druze Students’ Achievements in Higher Education
No full textAppraising Records
No full textThis chapter operationalizes archival appraisal as a values-driven, lifecycle activity that begins in pre-custodial conversations and continues through transfer, accessioning, stabilization, description, migration/reformatting, and, when warranted, deaccessioning. It reframes appraisal as both selection and retention, not merely separation, and offers guiding principles: assess long-term research value, preserve context, and acknowledge the rarity of true uniqueness. The authors translate strategy into practice through functional analysis and scaled prioritization (e.g., adaptations of the Minnesota Method), showing how to map organizational or personal functions to record types to widen evidentiary breadth. Practical tools include creator interviews, top-level surveys of born-digital environments, and structured box-level surveys that double as boundary objects for repository decision-making and later description. A detailed fictional case (a 1972 anti-displacement coalition) illustrates expanding beyond iconic items to identify rich bodies of documentation. The chapter also treats topical and format appraisal — balancing repository scope with documenting the “whole” creator, weighing originality, usability, re-use potential, and extra-textual qualities — and surfaces reflective questions to mitigate bias and reduce archival silences toward the goal of maintaining accountability to creator communities
Lost in Translation: Chomskyan Analysis of Language Variation in AI, Post-Critical Learners, and Native Speakers
No full textArtificial Intelligence (AI) and Large Language Models (LLMs) have revolutionized linguistic theory, raising questions about human language acquisition. Some argue AI\u27s language generation challenges the concept of innate linguistic ability, while others contend it reinforces it. This research examines AI\u27s Surplus of the Stimulus learning—relying on vast datasets—against human language acquisition, particularly within Chomskyan frameworks of Universal Grammar and the Poverty of the Stimulus. By analyzing language production across three groups—Native English Speakers, Post-Critical Period Second Language Learners, and LLMs—this study compares linguistic complexity using the Lexical Opulence Index (LOI). Data is collected through structured prompts across four linguistic registers: literary, simplified, technical, and speculative. Findings will clarify the mechanisms of human language learning, address AI’s limitations in true linguistic acquisition, and inform second-language learning methodologies. This research underscores the fundamental distinctions between AI-generated and human language, supporting theories of innate linguistic structures
Native Spaces: The Struggle for Colleges to Incorporate Native Frameworks into Curriculums
No full textOut of the thousands of universities in America, there are only thirty-seven Native American Serving Nontribal Institutions (NASNTIs), schools with ten percent or more of the total student population being of Native American descent. While many typical American colleges offer courses on Native American history for students with Native American studies majors and minors, the students involved in these programs are often taught through the lens of traditional schooling, which negates the full effectiveness of these classes. Native leaders across the country are pushing for Native frameworks to be adopted by universities so that past and contemporary Native histories may be taught in more authentic and rewarding ways to both students and professors. This thesis focuses on the efforts of administrators at the University of Connecticut who are working with tribal leaders to establish the Avery Point campus as a Native American Serving Nontribal Institution (NASNTI). This step would allow the university to bring in more Native professors and advisors who could aid in the process of incorporating Native frameworks into various curriculums at the university. The research done for this thesis was a comparative look at the effectiveness of ten NASNTIs across the country. A theoretical framework section accompanies the data collection. The theoretical framework set up in this thesis focuses on the history of higher education, education styles, and racial differences in America, all which tie back to the lack of NASNTIs in this country
Echoes In Autoethnography: A Reflexive Exploration Of Higher Education Service-Learning By A Caribbean Practitioner
No full textService-learning is a useful pedagogical tool in higher education which encourages experiential learning; empowering students to become active participants in their own learning progress. While existing literature predominantly focuses on student and community outcomes, there\u27s a notable gap in the literature addressing topics related to the practitioner, including their personal development. This autoethnographical study employs the iterative reflection process supported by the theory of critical pedagogy to reflect on service-learning from a Caribbean viewpoint. Within comparative and international higher education, this study serves to build scholarly discussions, providing diversity in the voices and contexts for researchers interested in understanding varied global perceptions in service-learning pedagogy. Results recognize the interconnects between practitioner growth, reflexive processes, and student engagement, thus emphasizing the importance of providing practitioners with the necessary resources to incorporate reflective practices into their work