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The 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
Un-fathering the Constitution
No full textConstitutional law turns on Madison’s vision. This because Madison is universally acclaimed by the Supreme Court and legal academe as the Constitution’s father. However, Madison’s constitutional parentage sounds more in lore than logic.
A careful review of recent historiography, Madison’s own writings, and new analytics tools available on the Quill Project reveal Madison as much less important to the Constitution than previously thought. He did not bring about the Convention, did not write the Virginia Plan, and was not that influential at the Constitutional Convention. Immediately after the Convention, Madison considered himself and the Constitution a failure, and disclaimed any singularly unique role in its framing. His influence grew post-Convention in writing the Federalist Papers and drafting the Bill of Rights but was more modest for the unamended Constitution. Madison does not a father make, especially in the singular sense.
This paper focuses on the impact Madison’s demotion has on the Supreme Court’s interpretation of the Constitution. Without Madison on the constitutional podium, several foundational moorings of constitutional law must be reconstructed on additional or alternative grounds
Do Micro-level Support Areas Impact International Students’ Perceived Academic Success?
No full textThis study examined the micro-level support areas for international students at a higher education institution (polytechnic) in Canada to determine their perceived academic success using the Bronfenbrenner theory of human development at the micro-level. A quantitative study was conducted to measure the impact of micro-level support areas on international student’s perceived academic success. A target sample of 399 international students was recruited to participate in a hard copy, one on one survey in the 2019 winter semester. The results of this study show that international students’ support areas at the micro-level were strongly related to their perceived academic success. The Canadian government’s strategy and efforts at the federal and provincial/territorial levels of increasing international students’ presence as a way of addressing the aging work force and population challenge would be more successful with increased attention and focus on the micro-level support areas
Institutional Mobility Intentions and Job Satisfaction of Model Minority University Faculties in the United States
No full textThe purpose of this study is to quantitatively understand the institutional mobility intentions and job satisfaction of Asian Female Foreign Faculties (AFFFs) working in colleges and universities in the United States (U.S.) to supplement previous qualitative research focusing on their experiences and perceptions. This study uses 2012–2020 data from the Collaborative on Academic Careers in Higher Education’s (COACHE) Faculty Job Satisfaction Survey. The results show that among both, AFFFs and other foreign faculties, the intention to move from one’s current university is uncertain. AFFFs’ job satisfaction, including their interactions with other faculties, is lower than that of white U.S. citizen faculties and Asian male foreign faculties. AFFFs’ uncertain intentions are related to their lower job satisfaction and adjustment, such as a sense of belonging to the department. These findings add demographical considerations to the theory, explaining the relationship between faculties satisfaction and mobility intentions
Academic Dishonesty in Higher Education
No full textAcademic dishonesty has become a pervasive issue among students, often driven by environmental and social pressures and facilitated by opportunities such as the use of digital devices (e.g., smartwatches) that enable misconduct. The aim of the current study was to examine the associations between academic dishonesty and variables including class attendance, self-efficacy, and the use of digital learning methods. It was hypothesized that academic dishonesty would increase with higher absenteeism, lower self-efficacy, and greater reliance on Zoom lectures and exams. This study was conducted at a single academic institution in Israel, based on an anonymous structured survey completed by 121 participants. Findings revealed that 50% of participants view breaches of academic integrity as acceptable in higher education. Furthermore, students engaging in academic dishonesty often fail to consider the broader implications of their actions for their academic achievements or the integrity of higher education. These findings deepen our understanding of academic dishonesty in higher education and highlight areas for intervention, offering insights for the development of preventive strategies to be incorporated into academic programs